Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China.
College of Teacher Education, Zhejiang Normal University, Zhejiang, China.
PLoS One. 2023 Nov 22;18(11):e0288379. doi: 10.1371/journal.pone.0288379. eCollection 2023.
A large volume of evidence indicates that only high-class students attend extracurricular activities (Art, music, sport, dancing). On the other hand, this evidence intensively underlines the substantial importance of such extracurricular activities, particularly in visual art, in promoting children's cognitive and non-cognitive well-being. Adolescents' participation in visual art was always interrelated with enhancing their emotional affection towards the Art and cognitive skill in making one, which ultimately built solid efficacy that allows them to interact with their society. The present cross-sectional study sought to shed light on the potential impact of visual art on adolescents' emotional, cognition, and self-efficacy development, which needs to be improved in the Chinese context. Hence, randomly sampled (N = 2139) junior secondary school students were recruited from the rural province of Guizhou in Southwest China to attain the aim of the study. The study's finding affirms that students engaged in artistic activities start to develop a habit of communicating with their peers, showing their work, and commenting on works made by their peers or observed in art exhibitions or museums; such a process makes them self-efficacious. Ultimately, this paper extends the application of visual art activities from educational benefits to nonacademic development, which are the primary agents for children's well-being.
大量证据表明，只有优等生才会参加课外活动（艺术、音乐、体育、舞蹈）。另一方面，这一证据也强烈强调了这些课外活动的重要性，尤其是在视觉艺术方面，它们对促进儿童的认知和非认知幸福感有很大的帮助。青少年参与视觉艺术总是与增强他们对艺术的情感以及制作艺术作品的认知技能相关联，这最终建立了坚实的效能，使他们能够与社会互动。本横断面研究旨在探讨视觉艺术对青少年情感、认知和自我效能发展的潜在影响，这在中国背景下需要得到改善。因此，从中国西南部贵州省的农村地区随机抽取了（N=2139）初中生来实现研究目的。研究结果证实，参加艺术活动的学生开始养成与同龄人交流、展示自己的作品、评论同龄人或在艺术展览或博物馆观察到的作品的习惯；这个过程使他们有了自我效能感。最终，本文将视觉艺术活动的应用从教育效益扩展到非学术发展，这是非学术发展是儿童幸福的主要因素。
