Gender differences in affective engagement, creativity belief through the arts, and participation in school-based arts activities: evidence from PISA 2022 Indonesia

Purpose This study explores gender differences in affective engagement with the arts, creativity belief and participation in school-based artistic activities among Indonesian students, based on data from PISA 2022. Design/methodology/approach Employed a quantitative approach using secondary data from PISA 2022, conducted by the OECD. The analysis focused on a complete-case analytic sample of 11.330 Indonesian 15-year-old students (5,816 females and 5,514 males). The analysis focused on responses to seven items measuring affective engagement, creativity belief and participation across three types of school-based arts activities: visual arts, music and theatre. Descriptive statistics, Mann–Whitney U, Spearman correlation analysis, multiple linear regression and cluster analysis were employed using SPSS 27. Findings Results indicated notable gender differences in affective engagement, with female students exhibiting higher mean scores across all emotional engagement items (Cronbach's a = 0.85). Male students, however, reported higher participation frequencies in several school-based arts activities. The findings also revealed significant relationships between affective engagement, creativity belief and participation in school-based arts activities. Multiple regression analyses demonstrated that affective engagement and creativity belief significantly predicted arts participation for both male and female students (R2 = 10.7% for males; 9.4% for females). Cluster profiling further identified distinct patterns of engagement and participation across genders. Research limitations/implications This study highlighted the need for school support for equitable distribution of arts activities such as music and theatre. Unfortunately, dance is not included in the 2022 PISA survey. Future research should track differences from school type based on region or neighbourhood, socioeconomic background and culture. Practical implications This study only conducted regression, correlation and difference statistical analyses. This study highlighted the need for school support for equitable distribution of arts activities such as music and theatre. Unfortunately, dance is not included in the 2022 PISA survey. Future research should track differences from school type based on region or neighbourhood, socioeconomic background and culture. Social implications This study highlights how gender differences influence participation in artistic activities that perpetuate a nation’s culture. Unequal participation in creative activities can reinforce stereotypes and limit opportunities for personal development, especially for underrepresented genders. Encouraging balanced participation in school-based arts can foster empathy, collaboration and self-expression among diverse groups. These efforts contribute to a more inclusive community, where all students – regardless of gender – feel empowered to participate and contribute to the cultural and creative life of society. Originality/value This study is among the first to examine Indonesian students' affective engagement, creativity belief and participation in school-based arts activities using large-scale PISA 2022 data and a psychometrically grounded analytical approach. The findings provide important insights for developing more inclusive and gender-responsive arts education policies and practices in developing country contexts.