Performing Arts Education for University Students: Does Training in the Performing Arts Improve Self-Esteem and Self-Efficacy?

Abstract

This study investigated the role of performing arts education on the self-construct values of self-esteem and self-efficacy. Given the lack of performing arts education for university aged students, the study aims to find potential correlation for improving those self-construct values through the performing arts, in terms of singing and dancing. The study hypothesized that the performing arts education program would improve self- esteem and self-efficacy scores for the participants, assessed before, midway, and after the program. Participants were recruited through a performing arts program. The General Self-Efficacy Scale and the Rosenberg Self-Esteem Scale were used in order to assess self-efficacy and self-esteem, respectively. The results showed a positive correlation that was statistically significant between the performing arts program and self-efficacy, but not a statistically significant result for self-esteem. Various limitations should be taken into consideration, such as how performing arts are defined, and the socio-cultural limitations in which the study is conducted. As this relationship has not been heavily studied, future research should be conducted in order to better understand self-efficacy and self-esteem in the context of performing arts programs.