Document Type
Journal Article
Publication Title
The Australian Educational Researcher
Publisher
Springer Netherlands
School
School of Education
RAS ID
27165
Abstract
This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding.
DOI
10.1007/s13384-018-0269-8
Comments
This is a post-peer-review, pre-copyedit version of an article published in The Australian Educational Researcher. The final authenticated version is Available online at: http://dx.doi.org/10.1007/s13384-018-0269-8
Morris, J. E. (2018). Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art. The Australian Educational Researcher, 45 (4), 455–472. Available here