Participation in Structured Performing Arts Activities in Early to Middle Childhood: Psychological Engagement, Stress, and Links With Socioemotional Functioning

Abstract

Abstract:The goals of the present study were (a) to explore different aspects of children's participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children's participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children's socioemotional functioning. The majority of North American children and adolescents participate in structured extracurricular activities outside of school (Aumetre & Poulin, 2016; Howie, Lukacs, Pastor, Reuben, & Mendola, 2010). A growing body of research indicates that extracurricular activities are an important and unique context for positive youth development (Bundick, 2011; Rose-Krasnor, 2009; Vandell, Larson, Mahoney, & Watts, 2015). Overall, participation in extracurricular activities in childhood and adolescence has been positively associated with social competence, self-esteem, and academic success, and negatively associated with both internalizing and externalizing problems (Busseri, Rose-Krasnor, Willoughby, & Chalmers, 2006; Dimech & Seiler, 2011; Mata & van Dulmen, 2012).