The role of arts education in predicting students’ academic motivation and engagement
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Summary
Although increasing demands on the school curriculum have resulted in less time for arts education, there is growing – but incomplete – evidence suggesting potential benefits of the arts in learning and achievement. Research is required to examine this relationship and to better inform policy and practice about the role of arts education in achievement motivation.
Supervisor(s)
Associate Professor Andrew Martin
Research Location
Faculty of Education and Social Work
Program Type
N/A
Synopsis
The proposed study conducts large-scale longitudinal quantitative research to examine in rigorous and robust ways the precise impact of in-school and out-of-school participation and engagement in the arts on students’ academic motivation, engagement and achievement.
Additional Information
A/Prof Martin is happy to support eligible Doctoral candidates’ applications for Australian Postgraduate Awards (APAs) or Sydney University Postgraduate Awards (UPAs). As the proposed studies are quantitatively-oriented, Doctoral candidates are expected to demonstrate a basic quantitative proficiency (eg. correlation, ANOVA, regression etc). However, solid and extensive support will be provided to candidates to extend their basic quantitative skills to the more advanced quantitative methods required in their PhDs. A/Prof Martin also emphasizes the need for Doctoral candidates to publish in academic journals throughout their PhD (so they are highly competitive in the ‘marketplace’ upon graduation) and solid assistance and encouragement is provided for this as well.
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Keywords
Education, Child Psychology, motivation, engagement, achievement, quantitative research methods. evidence-based research motivation, and achievement, cognate areas, boys' education, gifted and talented, academic resilience and academic buoyancy, personal bests, pedagogy, parenting, teacher-student relationships, Aboriginal education. sport, music, and work.
Opportunity ID
The opportunity ID for this research opportunity is: 428
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