Pilot Study on the Role of Arts Engagement in Reducing Perceived Stress among Chinese Undergraduates
Keywords:
Arts engagement, stress management, university students, Chinese culture, music therapy, calligraphy, academic stressAbstract
This pilot study examines the psychometric properties of a newly developed survey instrument aimed at measuring the mediating role of arts engagement in reducing perceived stress among undergraduate students in Shaanxi Province, China. Amid growing concerns over student mental health, particularly in competitive academic environments, this research explores arts engagement as a potentially accessible and non-clinical tool for stress mitigation. The instrument integrates items from validated frameworks, including the Perceived Stress Scale (PSS), the Theory of Planned Behavior (TPB), and Self-Determination Theory (SDT), to assess constructs such as intrinsic motivation, subjective norms, perceived behavioral control, and frequency of arts participation. Data were collected from a pilot sample of 278 university students representing both arts and non-arts majors, recruited through convenience sampling. Statistical analyses included internal consistency checks, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Cronbach’s alpha values for all key constructs ranged from 0.73 to 0.88, indicating high internal consistency. Composite reliability (CR) values and Average Variance Extracted (AVE) also exceeded conventional thresholds, supporting convergent validity. EFA revealed clear factor loadings aligned with theoretical expectations, while CFA confirmed a strong model fit (RMSEA = 0.062, CFI = 0.93, TLI = 0.91). These findings suggest that the instrument is both reliable and valid for capturing the complex interplay between psychological stress and arts engagement. The pilot results justify the implementation of a larger-scale study and offer early empirical support for the integration of creative practices into student well-being strategies in higher education contexts.
References
[1] C. Archbell, C. Coplan, A. Weeks, and L. Owens, “Profiles of university student mental health: A person-centered examination of distress, academic concerns, and coping,” Canadian Journal of School Psychology, vol. 35, no. 4, pp. 266–283, 2020.
[2] M. Fernández-Barradas and L. Espinosa, “Stress, coping strategies, and academic achievement in university students: A systematic review,” Sustainability, vol. 16, no. 1, pp. 1–18, 2024.
[3] Y. Guo, “The role of emotional intelligence and self-efficacy in academic stress among Chinese university students,” Asian Journal of Education and Social Studies, vol. 35, no. 2, pp. 123–132, 2024.
[4] H. Mak, C. Fluharty, and D. Fancourt, “Predictors and impact of arts engagement during the COVID-19 pandemic: Analyses of data from 19,384 adults in the COVID-19 Social Study,” Frontiers in Psychology, vol. 12, pp. 626263, 2021.
[5] A. Saif, “Effectiveness of arts-based interventions in improving mental health among university students,” International Journal of Arts and Humanities, vol. 13, no. 4, pp. 72–80, 2024.
[6] Y. Kim, H. Lee, and S. Kim, “Dance intervention for college students’ mental health: A randomized trial,” Journal of American College Health, vol. 68, no. 8, pp. 797–805, 2020.
[7] J. Han and M. Han, “The impact of music engagement on college students' psychological well-being during COVID-19,” Arts in Psychotherapy, vol. 79, pp. 101848, 2022.
[8] A. Kausar and S. Ahmad, “Performing arts participation and stress resilience among college students,” Journal of Creative Arts Therapy, vol. 15, no. 2, pp. 33–45, 2021.
[9] Z. Tu, J. Lin, and Y. Li, “Engaging in performing arts improves psychological wellbeing in Chinese college students,” Asian Journal of Psychiatry, vol. 61, pp. 102672, 2021.
[10] L. Wilson, “The effect of single-session art therapy on stress relief in undergraduate students,” The Arts in Psychotherapy, vol. 72, pp. 101750, 2021.
[11] J. Lee, M. Park, and S. Kim, “Arts-based education and its psychological benefits for university students,” Journal of Positive Psychology and Wellbeing, vol. 7, no. 2, pp. 120–134, 2023.
[12] Y. Noguchi, K. Saito, and N. Hara, “Cultural participation and mental health in Asia: A meta-review,” Cultural Studies Review, vol. 30, no. 1, pp. 87–103, 2024.
[13] H. Mak, “Digital arts consumption and mental health during lockdown,” Journal of Mental Health and Social Inclusion, vol. 25, no. 2, pp. 125–135, 2021.
[14] J. Azagra-Caro, L. Barberá-Tomás, and T. Turrión, “Arts education in universities and its impact on well-being and soft skills,” Studies in Higher Education, vol. 47, no. 9, pp. 1761–1774, 2022.
[15] Z. Zhang, L. Zhang, and Y. Lin, “Intrinsic motivation and academic performance among arts students in China,” Journal of Educational Psychology, vol. 115, no. 3, pp. 541–553, 2023.
[16] X. Chen, L. Wang, and H. Liu, “Perceived behavioral control and stress management in Chinese undergraduates,” Journal of Behavioral Health, vol. 11, no. 4, pp. 211–220, 2022.
[17] A. Kausar and S. Ahmad, “Self-efficacy and arts-based coping strategies in students’ mental health,” Psychology Research and Behavior Management, vol. 14, pp. 1095–1105, 2021.
[18] M. O’Donnell, L. Reynolds, and K. Watson, “Arts engagement and youth mental health post-COVID: A longitudinal review,” Youth & Society, vol. 55, no. 1, pp. 85–106, 2023.
[19] J. Bone, H. Bu, and D. Fancourt, “General arts engagement and mental health outcomes in young adults,” British Journal of Psychiatry Open, vol. 8, no. 6, pp. e197, 2022.
[20] C. Rodriguez, R. Tan, and S. Ainsworth, “The role of expressive arts in emotional regulation in higher education,” Arts & Health, vol. 15, no. 2, pp. 98–112, 2023.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Sciences: Basic and Applied Research (IJSBAR)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who submit papers with this journal agree to the following terms.
