Self-Cultivation to Academic Success: Effects of Stress and Psychological Characteristics Among Performing and Non-Performing-Arts Students

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Critical Explorations of Identity, Racial Trauma, and Human Experience in Arts Education (Table 14)

Abstract

This study examines the psychological characteristics influencing academic success among dance, music, and non-performing-arts university students. 325 Hungarian students completed questionnaires assessing perceived stress, well-being, self-efficacy, grit, savoring art, personal growth, and subjective academic success. Utilizing the Self-Cultivation to Academic Success (SCAS) path model based on the framework by Harpaz et al. (2023), the analysis reveals that stress negatively predicts subjective academic success through the mediation of the other variables across academic disciplines. The findings have significant educational implications, underscoring the necessity of fostering an academic environment that facilitates stress relief and personal growth. Additionally, enhancing essential qualities such as grit and self-efficacy is crucial for improving students' overall perceived academic achievements in university settings.

Authors

• Tal Vaizman, The George Washington University

• Gal Harpaz, The Open University of Israel

• Anita Lanski, Hungarian Dance University

• Nora Sebestyen, Hungarian Dance University

• Ildiko Gaal, Hungarian Dance University