Critical links between arts activity participation, school satisfaction and university expectation for Australian high school students
MetadataShow full item record
Positive school experiences increase school satisfaction and educational aspirations and, are important developmental opportunities for adolescents. Associations between time-varying school-based arts participation, students’ school satisfaction and university expectation were investigated using data collected from 1,215 students in 29 Western Australian high schools. Associations between school-based arts participation and school satisfaction, and school-based arts participation and university expectation were tested using latent growth curve analyses. Positive associations were found between school-based arts participation and time-specific variations in school satisfaction and university expectation in each year of activity participation. Higher levels of school satisfaction and university expectation were reported above and beyond individual-specific underlying developmental trajectory for these outcomes, controlling for socioeconomic status. Policy implications and practice are discussed in the context of arts provision for Australian schools
Australian Journal of Educational and Developmental Psychology
© 2017 The University of Newcastle, Australia. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Psychology not elsewhere classified