This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students ’ academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students from 15 schools conducted over the course of 2 academic years. Structural equation modeling showed that beyond sociodemographics, prior achieve-ment, and prior variance in outcome measures, school predictors of academic and nonacademic outcomes were arts engagement and in-school arts participation; home predictors were parent–child arts interaction and home-based arts resources; and community arts predictors were participation in and attendance at arts events and external arts tuition (the latter, a negative effect). Implications for theory, policy, funding, and practice are discussed.
Martin et al. (Mon,) studied this question.