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A Correlational Study of Self-Regulation and Fine Arts in Education

By Rachel D. Hendricks

Abstract

Self-regulation positively relates to student behavior and achievement, and fine arts participation has demonstrated similar improvements in behavior and achievement. It was hypothesized that participation in school-based fine arts would positively correlate with self-regulation, and the intensity of students’ fine arts participation would also correlate with self-regulation. Students aged 15 to 19 were administered a self-regulation questionnaire. Responses from students currently participating in fine arts were compared to students with no fine arts participation to find if a relationship exists between fine arts and self-regulation. This study found no significant relationship between fine arts participation and self-regulation, and no significant difference suggested that participation intensity related to self-regulation. Further research should address limitations in student response rates and distribution trends in activity participation and explore how self-regulation relates to fine arts activities outside the school environment

Topics: Self-regulation, fine arts, education, \u3cp\u3eSchool psychology.\u3c/p\u3e \u3cp\u3eArt -- Study and teaching.\u3c/p\u3e \u3cp\u3eRegulatory focus (Psychology)\u3c/p\u3e, Art Education, Psychology, School Psychology, Social and Behavioral Sciences
Publisher: Marshall Digital Scholar
Year: 2016
OAI identifier: oai:mds.marshall.edu:etd-2045
Provided by: Marshall University

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