Art Engagement in Extracurricular Visual Arts Activities Among Primary School Students: A Cross-Sectional Study in Henan Province, China

Art engagement is essential for well-being and flourishing. This study investigates the relationship between perceived social support and art engagement, focusing on how drawing self-efficacy mediates this relationship in extracurricular visual arts activities among primary school students. A cross-sectional survey was conducted with 511 primary school students from an exemplary after-school services district in Henan Province, China. Structural equation modeling was used to test our hypotheses. The findings are as follows: (1) Perceived social support significantly predicts art engagement, with teacher and peer support being positive predictors, while parental support is not; (2) Perceived social support significantly predicts drawing self-efficacy, with peer support as a positive predictor, but not teacher or parental support; (3) Drawing self-efficacy partially mediates the relationship between perceived social support and art engagement. These results suggest that teacher and peer support are significant factors associated with art engagement in extracurricular visual arts activities. Enhancing drawing self-efficacy can further boost art engagement, with peer support identified as a key factor. This study provides both theoretical insights into the mechanisms of art engagement and practical implications for educators aiming to enhance participation in extracurricular visual arts activities. Received: 8 March 2025 / Accepted: 24 April 2025 / Published: 08 May 2025