From Brushstrokes to Brainpower: A Systematic Review on the Influence of Out-of-School Visual Art Activities on Chinese Adolescents’ Cognitive Skill Development

Cheng Yiyun School of Preschool Education, HangZhou Polytechnic, Hangzhou, People’s Republic of ChinaCorrespondence: Cheng Yiyun, HangZhou Polytechnic, School of Preschool Education, No. 198 Gaoke Road, Fuyang District, Hangzhou, Zhejiang, 311402, Email [email protected]: While China’s “Double Reduction Policy” has expanded children’s out-of-school time, research has predominantly focused on STEM and sports extracurricular activities, often overlooking the specific cognitive and academic role of the visual arts. Addressing this gap, this systematic review synthesizes 11 eligible studies to explore the association between out-of-school visual art activities and academic performance in Chinese children, while identifying key moderating factors. Conducted according to the PRISMA 2021 guidelines, the review finds that visual art engagement strengthens spatial reasoning, working memory, and creative problem-solving, thereby improving standardized test scores and school readiness. However, the benefits are not linear; they are shaped by a threshold model, in which excessive participation diminishes returns, and are moderated by socioeconomic access, parental involvement, and gender. Theoretically, this review underscores the novelty of this nonlinear relationship within the Chinese context. These findings highlight the need for policies that ensure equitable access to arts education and guide parents in fostering balanced, high-quality artistic engagement to support holistic cognitive development. Future research should investigate long-term effects and expand methodological and geographical scopes.Keywords: visual art activities, extracurricular activities, out-of-school, in-and-out of home, cognitive development, systematic review