The relationship of arts education to student motivation, self-efficacy, and creativity in rural middle schools

This dissertation explores the relationships that arts education might have to the motivation, self-efficacy, and creativity of eighth grade middle school students in rural settings. Data collection strategies that were used include student questionnaires, focusgroup interviews, follow-up interviews in a one-on-one and focus-group format, as well as researcher journaling. The purpose of this study is to investigate and represent the voices of eighth grade students. Student perspectives, opinions, and narratives can offer insights into their thoughts on the arts-based electives in their schools. Themes from this study include the following: (1) arts education and motivation; (2) student self-efficacy; (3) creativity and arts education; (4) further offerings of the arts; (5) assignments and teacher practice in arts-based classes; (6) arts integration; (7) non-arts courses’ relationships to student motivation, self-efficacy, and creativity; (8) extra-curricular arts-based activities; and (9) students’ futures and careers in the arts. In general students shared through open-ended questionnaire and interviews that their arts courses offered in school did have a relationship to their motivation, self-efficacy, and creativity. Questionnaire responses and data along with focus-group interview statements are included in this study. Recommendations for future research as well as study weaknesses are offered as part of the conclusion for this research