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dc.contributor.authorJindal-Snape, Divya
dc.contributor.authorDavies, Dan
dc.contributor.authorScott, Rosalind
dc.contributor.authorRobb, Anna
dc.contributor.authorMurray, Chris
dc.contributor.authorHarkins, Chris
dc.identifier.citationJindal-Snape, D., Davies, D., Scott, R., Robb, A., Murray, C. and Harkins, C. (2018) 'Impact of arts participation on children’s achievement: A systematic literature review', Thinking Skills and Creativity, 29, pp.59-70. DOI: 10.1016/j.tsc.2018.06.003.en_US
dc.descriptionArticle published in Thinking Skills and Creativity on 23 June 2018, available at:
dc.description.abstractThis paper reports on a systematic literature review to examine the association between children and young people’s participation in arts activities and their academic achievement. The 24 studies that met our criteria for inclusion and weight of evidence (2004–16) had mixed findings. Whilst many of the research designs employed would not meet positivist criteria for rigour – such as sample size, statistical significance and causality – typically required by public bodies to justify expenditure, there are examples throughout the literature reviewed of academically-related benefits to participants, such as increased confidence, creativity or more positive attitude towards their studies. Overall, there appears to be some justification from the literature for public investment in high-quality, long-term arts education programmes for children and young people in schools and community settings, on the basis of its potential to enhance academic achievement. However, there may be more intrinsic benefits to arts participation than the instrumental, essentially economic justification of improved academic standards.en_US
dc.relation.ispartofseriesThinking Skills and Creativity;
dc.titleImpact of arts participation on children’s achievement: A systematic literature reviewen_US
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US

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