Date of Award

2016

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Linda Winter

Second Advisor

Sandra Stroebel

Third Advisor

Lanai Jennings-Knotts

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.

Subject(s)

School psychology.

Art -- Study and teaching.

Regulatory focus (Psychology)

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