Critical Links between Arts Activity Participation, School Satisfaction and University Expectation for Australian High School Students

Autor/inn/en	Geagea, Antoinette; MacCallum, Judith; Vernon, Lynette; Barber, Bonnie L.
Titel	Critical Links between Arts Activity Participation, School Satisfaction and University Expectation for Australian High School Students
Quelle	In: Australian Journal of Educational & Developmental Psychology, 15 (2017), S.53-65 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Art Activities; Participation; High School Students; Student Surveys; Student Participation; Foreign Countries; Satisfaction; Expectation; Adolescents; Structural Equation Models; College School Cooperation; Grade 7; Grade 8; Grade 9; Grade 10; Academic Aspiration; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Teilnahme; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Zufriedenheit; Expectancy; Erwartung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Australien
Abstract	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. (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01