This study investigates how self-cultivating factors are associated with stress and academic achievement among performing arts students (dancers and musicians) and non-performing-arts students in Hungary (N = 325). Using a controlled-group design, data were collected with validated instruments assessing stress, self-efficacy, personal growth, life satisfaction, savoring art, academic grit, and subjective academic achievement. Pearson correlations and path analysis were applied to examine direct and indirect relationships among variables. Stress had a negative effect on academic achievement primarily through decreased well-being and self-efficacy, while savoring art and personal growth showed indirect positive effects. Dancers reported significantly higher self-efficacy than both musicians and non-arts students, whereas musicians scored higher in savoring art. Findings highlight the psychological strengths fostered through performing arts education and emphasize the role of self-cultivation traits in enhancing student resilience and academic success.
Vaizman et al. (Mon,) studied this question.