Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities

Yuwei Zhu; Xiaoli Ni

doi:doi:10.11648/j.si.20251303.14

Research Article |

| Peer-Reviewed

Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities

Yuwei Zhu

, Xiaoli Ni^*

Published in Science Innovation (Volume 13, Issue 3)

Received: 25 March 2025 Accepted: 5 June 2025 Published: 22 June 2025

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Abstract

Adolescence is an important period in life, for adolescents to develop their self-identity. As one of the main sociocultural activities, arts participation can influence the psychological development of adolescent in profound ways. Because of the increasing accessibility to arts education and proliferation of arts types, the self-identity effects of arts participation have been a hot issue of research in psychology, education and sociology. In this paper we carry out a review on the domestic and international relevant works, and combine the previous theories and facts in order to explicitly explicate how arts participation promotes adolescent’s self-identity and in which specific conditions. The results reveal that arts participation affects adolescent’s self-identity by Cognitive-Affective Pathways, Social Interaction Pathways, Environmental Mediation Pathways. But these effects are significantly moderated by the type of participation and engagement extent . There are three limitations about the current studies. First, with insufficient longitudinal data, we can’t prove the direction of the influences yet; second, the measurement of different forms and states of arts participation has not yet been standardized.; third, the theoretical frameworks from the West are lacking validations under other cultural contexts. The followings is a call to start from building evaluation framework with multi-dimensions, integrate the neural machine technology into research in order to conduct better mechanistic research, and further the culturally adaptive arts intervention project, by which we can expect both theoretical and application bases in the guidance of adolescent mental health, enrich the socialization perspective of self-identity theory and at the same time can offer some enlightening and feasible approaches to better promote the development of normal adolescent.

Published in	Science Innovation (Volume 13, Issue 3)
DOI	10.11648/j.si.20251303.14
Page(s)	37-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Arts Participation, Self-Identity, Adolescent

1．引言

青少年时期是自我认同形成的关键阶段，这一过程不仅关乎个体心理健康，更深刻影响其社会适应与未来发展。世界卫生组织的数据显示，全球约10%-20%的青少年存在不同程度的心理问题，其中，自我认同混乱是核心诱因之一。艺术参与作为青少年社会文化活动的重要组成部分，其呈现的形式日益多样：从传统绘画、音乐到数字艺术、虚拟现实创作等等，艺术参与逐渐成为青少年探索自我、表达情感的重要途径。近年来，“以美育人”成为教育部“五育并举”的重要要求，随着艺术教育的普及和数字技术的革新，青少年艺术参与的广度与深度日益提升，但其对自我认同的影响机制仍存在研究空白。

现有研究虽然为艺术参与影响自我认同的机制提供了一些新视角，但缺乏跨文化比较与纵向研究支持。此外，数字时代网络艺术参与的兴起对自我认同的多重影响也缺乏充分探讨。因此，系统梳理艺术参与影响自我认同的相关研究，既是理论深化的需要，也能为青少年心理健康干预提供实践方向。

本研究旨在通过整合多学科理论与实证研究，梳理艺术参与影响青少年自我认同的作用机制，整理其在不同文化、参与形式及技术背景下的差异化效应。理论层面，研究通过梳理认知情感、社会互动与环境调节三类路径，构建多维分析框架，以补充传统研究对个体主动性及数字环境关注的缺失；实践层面，本研究结果或可为教育工作者设计适应性活动、优化心理健康支持策略提供参考，激发艺术参与在非主流教育场景中的潜在价值。

2．自我认同的理论演进

自我认同在英文中有"Ego Identity"和"Self Identity"两种表达。"Ego Identity"来自Erikson的自我认同理论

[1]

，该理论侧重于个体如何实现其在自我意识里的持续和一致。Erikson借鉴了弗洛伊德提出的“本我、自我和超我”中描述本我的词“Ego”，来使用“ego”表示“自我”。"Self Identity"来源于吉登斯的《现代性自我认同》

[2]

，吉登斯认为，自我认同是个体依据个人的经历所反思性地理解。"Ego Identity"关注个体如何在自我意识中形成连续、稳定的状态，实现认同要通过度过关键的人生阶段和危机(如青春期)。"Self Identity"指的是一个人对自己是谁的整体认识，这种认识是由内部因素(如个人特征、思想)和外部因素(如社会角色、关系)形成的。前者强调个体内化于心里的状态，后者偏重个体与客观现实的互动。

2.1．Erikson的自我认同理论

Erikson对自我认同的研究始于对二战退伍军人的临床观察。他发现，这发现退伍的士兵在特殊环境下丧失了自己的自我身份及历史延续感，他把它称为“自我认同混乱”

[1]

。

Erikson对自我认同的阐述指出，一致性和可识别性是自我认同的两个核心要素。有意识地感知到自我认同是基于两个同步的观察：一是感知到自己在时间和空间中的存在具有连续性和一致性；二是感知到他人对自己这种连续性和一致性的认可

[1]

。当个体过去形成的内部一致性和连续性与他人对自身的一致性和连续性意义相契合时，个体会产生一种信心

[1]

。这一过程说明自我同一性具有双向互动的动态意义，并折射出个体对在社会中有认同的需求。

自我认同是个随时间进程而发展变化的过程，是个人一生中持续的行为过程。Erikson认为，自我认同是一种心理结构，也是一个动态过程

[3]

。它在一个心理机能的各个层次上发生着作用，有时是以高度觉察的形式发生，而其它时间是在无意识、内隐的水平发生

[4]

。这种动态性和交互性表明，自我认同不是一成不变的，是在个体经历和环境改变过程中持续发生变化的。

在个体发展的不同阶段，自我认同的形成面临着不同的挑战和机遇。特别是在青少年时期，自我认同的形成成为这一阶段的核心任务。青少年面临着自我认同与角色混乱的冲突，他们开始思考自己的未来，探索不同的角色、价值观和职业道路。他们开始探讨自己的前途，探索自我角色、价值观和职业道路，这一时期他们有了一定的自主空间，可以尝试和探索自我所处的种种角色、身份，但却不须作出承诺，埃里克森将这一时期叫做“社会性的延缓期”

[1]

。这一阶段的探索尝试对于个体最终建立自我认同是十分重要的，如果青少年时期没有很好地去探索、尝试，很可能会导致自我认同的过早确定，而这样的选择往往是受制于外界因素或权威影响，并非个体真实本性的选择

[1]

。

2.2．Marcia等人对自我认同的操作化

Marcia

[5]

基于Erikson提出延缓期的探索与承诺，从个体所采用的策略和结果来对自我认同进行操作化定义。策略即是对自我各种可能性的探索，是个人在达到职业选择、宗教信仰、政治信念等认同的不同方面的过程中努力探寻的过程；结果即探索过后达到的承诺。Marcia改变了Erikson精神分析描述方法下自我认同概念的弥散性

[6]

，使得自我认同理论的研究过渡到实证研究阶段。

根据Marcia的定义，自我认同分为四种类型：身份获得，指自我度过了身份危机，进入了一个稳定的信任系统之中；身份延缓，指个体正处于身份危机之中，正在探索、寻找阶段；身份早闭，指个体并没有经过探索，却对自己的发展已经做出承诺，因为从家长或其他权威那里获得了这些；身份扩散，指个体既没有找到自己的方向，也没有为之付出探索行动。

许多国内外学者以Marcia对自我认同的操作化理论为基础，进行了大量的实证研究，也有许多学者对该理论进行了扩充。Berzonsky

[7]

对Marcia的理论进行了扩展，提出了自我认同风格理论。他认为"自我认同发展是建构和重构的过程"，个体在达到Marcia的四种自我认同状态时存在潜在的基本过程，这种过程分为三种风格：信息导向型(Informational Style)、规范导向型(Normative Style)、混乱回避型(Diffuse-Avoidant Style)。

Luyckx

[8]

对探索和承诺做出扩充，提出了自我认同的双循环模型。他将探索细化为广度探索、深度探索与沉浸探索，将承诺细化为作出承诺与认同承诺，而自我认同的状态也根据不同的探索和承诺维度细化为六种状态：达成、早闭、沉浸延缓、轻松混淆、扩散混淆和未分化。这六种状态弥补了Marcia模型仅有状态而缺乏过程的不足。

Tzuriel

[9]

在Marcia的基础上，提出了AEIS六因素法。这六个因素分别为固化与连贯、承诺与目标、社会承认、身体认同、意义的异化和实在性，分别描述了个体自我认同某一方面的功能，对这六个因素的测量采用了五分量表的方式。

随着自我认同操作化研究的逐步深入，学界对Marcia提出的自我认同的四种状态能否完全代表埃里克森的自我认同概念进行质疑。许多学者认为，对自我认同的测量并没有考虑到社会因素对自我认同发展的影响

[10]

，探索与承诺两个维度更多的是理论分析上的过程，而缺乏与自我认同在其中形成的社会环境的联系

[11]

。学者对自我认同的研究越来越考虑到个体宏观环境、微观环境和自身三个方面的综合作用。

身份资本(Identity Capital)是指个人在自我认同形成过程中，通过获得各种资源来提升自己的能力和身份认同的价值。Côté

[12]

将身份资本视为个体在应对社会变化、做出生活决策时，所积累的能够帮助其进行身份建设的工具。与传统资本(如经济资本)类似，个体积累的身份资本越多，越能成功应对社会和个人生活中的挑战

[12]

。身份资本的积累不是一次性完成的，而是一个动态、持续的过程，个体在生活的不同阶段通过不同的机会积累各种资源。身份资本操作化为自尊和自我效能感、应对策略和心理韧性、社会支持与社会网络、教育和职业成就四部分

[13]

。虽然身份资本模型将社会学与心理学结合在了一起

[6]

，但仍然存在一些需要讨论的地方：第一，身份资本理论强调个人通过主观努力积累资本，但它相对忽视了社会结构因素对自我认同形成的影响，低估了外部结构对自我认同构建的制约作用；第二，该理论隐含了一个假设，即个体可以通过积累普适性的资本来增强社会适应性和身份认同，然而，不同的文化和社会背景可能赋予“资本”不同的含义和价值

[14]

；第三，该理论过于结构化，过度依赖资本的类比，可能忽视了个人心理层面的复杂性和变动性。

2.3．自我认同的经验研究

当前青少年自我认同研究呈现理论深化与实证拓展并行的趋势。在概念基础方面，Awan

[15]

通过整合人格理论、角色理论等多元框架，为后续研究建立了基础。这一理论基础在解释自我认同的形成机制时产生了两种互补视角：本质论强调生物决定因素

[16]

，而社会建构论则突出环境塑造作用，后者又具体表现为三个层面的影响机制：

在微观层面，Berzonsky

[17]

发现高自尊和自我效能感的青少年更容易形成稳定的自我认同，Schwartz

[18]

则指出不同认知风格会导致自我认同发展路径的差异。

在中观层面研究中，家庭因素方面，Meeus等人发现，良好的亲子关系能促进自我认同发展

[19]

；王树青等人的系列研究体现了父母教养方式的关键作用

[20-22]

；张馨月和邓林园指出，父母冲突会阻碍自我认同形成

[23]

；Archer则证明家庭经济地位越高，子女自我认同发展越好

[24]

。在学校因素方面，Marcia指出，学业成功有助于自我认同的明确

[5]

；许拥旺等则发现能良好适应学校的学生自我认同更稳定

[25]

。社会文化因素方面，Grotevant和Cooper

[26]

认为，同伴互动为自我认同的发展提供机会；Phinney

[27]

则关注到少数族裔青少年的文化认同冲突问题。

宏观层面的研究显示，现代社会变迁对青少年自我认同产生深远影响。沈杰指出，社会快速转型对自我认同造成冲击

[28]

。数字时代到来的背景下，倪晓莉和邵潇怡发现，网络社交媒体使用通过影响自尊间接作用于自我认同

[29]

，曲冉和倪晓莉发现，网络使用会改变青少年的自我认同状态

[30]

，张梅等人

[31]

和黄嘉鑫等人

[32]

则具体探讨了网络认同实验与自我认同的关系。

在影响效果方面，研究主要关注两个维度。个体发展维度，Tung等人

[33]

和杨权等人

[34]

表明，良好的自我认同有助于形成健全人格。在社会功能维度，Oyserman等

[35]

认为自我认同会促使自身社会价值观的形成，Kroger

[36]

提出自我认同明确有利于职业发展，而李亚奇、王树青

[37]

和田鹏等

[38]

提出自我认同状态会影响职业决策。

上述研究从不同角度阐释了青年自我认同发展的基本规律，既有生物心理等内部影响因素，也有社会环境等外部影响因素，且都论述了其在发展价值和社会功能上的重要意义。本研究选择探讨艺术参与对青年自我认同的影响，主要是基于理论角度、影响机制以及研究方法等方面的考量。

首先，在理论建构层面，艺术参与研究弥补了传统社会化理论的缺憾。传统研究多关注家庭、学校等环境对认同的被动塑造

[19, 21]

，而Sheridan等人

[39]

提出，视觉艺术通过“观察-反思-修正”的创作循环培养元认知能力；Pelowski和Akiba

[40]

则提出，审美体验触发自我参照处理，这些发现为理解青少年主动建构自我认同的过程提供了新视角。

其次，艺术参与具有途径复合型的效能优势。相比单一影响因素，艺术活动同时整合了认知、情感和社会化路径：创作过程促进问题解决能力

[41]

，审美体验调节情绪状态

[42]

，集体创作则强化社会联结

[43]

。这种复合性恰能解释青少年认同发展中常见的矛盾现象，如Phinney

[27]

观察到的文化认同冲突。

艺术参与具有显著的实践干预价值。Davies等

[44]

列出的91种艺术活动表明其可及性强，Bagienski

[45]

的表演艺术干预实验证明短期工作坊即可改善认同状态。这种可操作性远超家庭经济地位

[24]

等难以改变的结构性因素，为教育实践提供切实抓手。

数字时代拓展了艺术参与的研究价值。黄嘉鑫等发现网络艺术实验对认同的影响呈现双重效应

[32]

，这既与传统艺术研究的基本逻辑相契合，又回应了沈杰

[28]

提出的现代性认同危机命题。因此，考察艺术参与不仅能拓展自我认同理论，更为促进青少年健康发展提供了兼具创新性和可行性的实践路径。

3．青少年艺术参与研究

3.1．艺术参与的概念界定与测量方法

艺术参与是指青少年通过主动或被动介入各类艺术活动，以实现认知发展、情感表达及社会互动的多维过程。现有研究对艺术参与(Arts Participation)的概念界定主要呈现两种取向。第一种对关注艺术参与的类别，Davies等人建立了包含表演艺术、视觉艺术、社区活动、文学和数字艺术5大类的分类体系，共涵盖91项具体活动

[44]

。第二种关注艺术参与的形式，Kou等人

[41]

的研究通过验证性因素分析将艺术参与操作化为创造性参与(Active Creation)和消费性参与(Receptive Consumption)两个维度。Sonke等人

[46]

的研究进一步扩展了参与方式维度，将艺术参与细分为创作型、协作型和接受型三种模式。Sonke等人

[46]

还指出艺术参与的定义需兼顾公共健康研究的特殊性，强调活动类型、参与强度与社会文化背景的交互作用。

在测量方法上，Winsler等人

[47]

比较了分类测量与综合指标的适用性。研究发现，分类测量更适合考察特定艺术参与形式的影响，而综合艺术参与指数则更适用于评估整体艺术参与的效果。

3.2．艺术参与对青少年的影响

现有研究从多个理论视角探讨了艺术参与对青少年的心理社会影响。Lomas

[48]

提出“积极艺术”(Positive Arts)概念框架，系统阐述了艺术参与可能产生的五类积极效益，包括意义创造、经验丰富、审美发展、情绪调节和社会联结。这一理论框架为后续实证研究提供了重要的概念基础，但作者本人并未进行实证探究。

在实证研究方面，Tay等人

[49]

通过对46项研究的系统综述，建立了艺术参与影响心理健康的四层次模型，该模型从即时的神经生理变化、心理能力发展、主观幸福感增强，到价值观和行为的积极改变，呈现了艺术参与影响的递进过程。Fan等

[50]

的研究指出不同类型艺术参与的差异化影响路径：表演艺术通过促进心流体验来提升心理健康，视觉艺术通过增强审美情感产生积极影响，而文学创作则直接促进自我认同发展。

3.3．艺术参与的影响因素

基于现有实证研究，在社会生态系统理论的视角下，艺术参与的影响因素呈现出多层次特征。在微观系统层面，Davies等人

[44]

使用结构方程模型发现，家庭环境通过两个关键途径影响青少年的艺术参与模式：物质支持维度(如艺术工具购置、培训费用投入)，文化资本维度(如父母艺术素养、家庭艺术氛围)。在中观系统层面，Kou等人

[41]

的纵向研究采用多层次模型分析发现，学校提供的结构化艺术参与机会对学生的艺术参与频率具有显著预测作用。Winsler

[47]

等人通过追踪低收入家庭青少年的艺术课程选择，发现学校提供的结构化艺术机会不仅能提升参与频率，还能通过增强学业自信间接促进自我认同发展。在宏观系统层面，互联网发展带来的社会变迁背景下，黄嘉鑫等人

[32]

发现，网络艺术参与与自我认同的关系受到个体层面的知觉灵活性、环境层面的线下艺术资源可得性、行为层面的创作广度这三组变量的调节作用。

尽管现有研究在青少年艺术参与的各个方面取得了一定进展，但已有研究也存在一定局限性。就研究方法而言，仍然以横断面调查为主，缺乏纵向追踪数据支持因果推断。就操作化而言，现有量表对数字艺术形式的测量还有所缺失

[46]

，特别是对虚拟现实创作、数字绘画等新兴形式的测量标准尚未统一

[32]

；此外，已有研究未能充分考察艺术参与质量(如专业指导水平、创作深度等)的调节作用，而仅关注参与频率和类型

[49]

。就文化适应性问题而言，当前主要基于西方样本开发的理论框架，在非西方文化中的适用性有待验证

[27]

。就理论建构而言，各研究框架之间缺乏整合，尚未形成统一的理论体系。

4．青少年艺术参与与自我认同关系研究

截至目前许多研究指出，艺术参与对自我认同的促进作用。Martin的纵向追踪研究显示，持续的艺术参与能显著提升青少年的自我认同稳定性

[51]

。Bagienski的随机对照实验证实，表演艺术干预能增强认同探索

[45]

；Fan的研究发现文学创作与自我认同呈显著正相关

[50]

；Lea等人的质性研究则揭示了艺术教育通过赋予其“创作者”身份，显著促进社会情感能力与认同整合，这一效果尤其在替代教育环境中更为突出。

[52]

。

艺术参与促进自我认同的发展，存在多重作用机制，这些机制在不同艺术形式和参与情境中表现出差异化特征：

在认知情感层面，Sheridan等人指出，视觉艺术教育通过培养“观察-反思-修正的”元认知循环，提升青少年的自我觉察能力

[39]

。Pelowski和Akiba的审美体验模型认为，艺术活动触发“自我参照处理”(Self-Referential Processing)，促使个体持续反思“我是谁”等根本性问题

[40]

。但上述研究均有待后续实证检验。Fan等人

[50]

的结构方程模型显示，视觉艺术通过审美情感对自我认同产生微弱的间接影响。

在社会互动层面，Collier等人

[53]

对青少年DIY参与者的研究发现，高频参与者在自我概念清晰性(SCC)量表上的得分显著高于低频参与者，且这一效应在强烈认同“创作者”(Maker)身份的个体中更为显著。Sharma

[43]

对移民青少年的追踪显示，社区艺术项目通过三种可测量的社会过程促进认同发展：戏剧角色扮演提升自我概念灵活性，作品展示获得观众反馈后自尊显著提高，而群体归属感与自我认同呈正相关。

在环境调节方面，Davis

[54]

在学校的质性研究比较了两种艺术课程设计，发现强调创造性表达的课程比技能训练课程更能促进认同发展。Stevenson等

[55]

的行动研究提出"第三空间"理论，认为整合家庭、学校和社区的艺术环境能促进认同探索，但该结论依然基于项目参与者的主观反馈，缺乏标准化的效果测量。

值得注意的是，一些研究也揭示了艺术参与对自我认同存在双重影响的情况。Sharma

[43]

对移民青少年的社区艺术项目研究发现，集体创作初期显著增强了参与者的归属感，但中期开始出现"认同从众"现象，表现为艺术表达趋同化(原创性评分下降27%)和自我描述集体化(集体代词使用频率增加3.5倍)。到项目后期，15%的参与者表现出"创造性抑制"，主动避免与集体风格相异的表达。黄嘉鑫等

[32]

的研究揭示了网络艺术参与的双重影响：适度的虚拟创作(每周≤8小时)通过身份实验促进认同探索，而过度使用(每周≥15小时)则可能引发认同扩散。这些研究结果都表明在研究青少年艺术参与对自我认同的影响过程中，还需要考虑不同的艺术参与形式、艺术参与状态的调节作用。

5．总结与展望

综上，笔者通过梳理现有研究发现，艺术参与对青少年自我认同的发展具有综合影响。艺术活动不仅能够帮助青少年探索自我、提升认知能力，还能通过社会互动增强归属感和身份认同。然而，当前研究仍存在一定局限性，如缺乏长期追踪数据、测量工具未能涵盖新兴艺术形式，以及跨文化研究的缺失。未来研究应加补充纵向研究，以厘清艺术参与与自我认同的因果关系；同时，需关注数字艺术等新兴形式的影响，增加跨文化比较，以验证现有理论在不同社会背景下的适用性。此外，可以在实践层面探索艺术干预项目的效果，为青少年心理健康教育提供更科学的支持。通过多学科合作和实证研究的深化，艺术参与有望成为促进青少年心理健康的重要途径。

ORCID

0009-0000-0301-9063 (Yuwei Zhu)

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Zhu, Y., Ni, X. (2025). Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Science Innovation, 13(3), 37-42. https://doi.org/10.11648/j.si.20251303.14

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Zhu, Y.; Ni, X. Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Sci. Innov. 2025, 13(3), 37-42. doi: 10.11648/j.si.20251303.14

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Zhu Y, Ni X. Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Sci Innov. 2025;13(3):37-42. doi: 10.11648/j.si.20251303.14

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@article{10.11648/j.si.20251303.14,
  author = {Yuwei Zhu and Xiaoli Ni},
  title = {Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities
},
  journal = {Science Innovation},
  volume = {13},
  number = {3},
  pages = {37-42},
  doi = {10.11648/j.si.20251303.14},
  url = {https://doi.org/10.11648/j.si.20251303.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251303.14},
  abstract = {Adolescence is an important period in life, for adolescents to develop their self-identity. As one of the main sociocultural activities, arts participation can influence the psychological development of adolescent in profound ways. Because of the increasing accessibility to arts education and proliferation of arts types, the self-identity effects of arts participation have been a hot issue of research in psychology, education and sociology. In this paper we carry out a review on the domestic and international relevant works, and combine the previous theories and facts in order to explicitly explicate how arts participation promotes adolescent’s self-identity and in which specific conditions. The results reveal that arts participation affects adolescent’s self-identity by Cognitive-Affective Pathways, Social Interaction Pathways, Environmental Mediation Pathways. But these effects are significantly moderated by the type of participation and engagement extent . There are three limitations about the current studies. First, with insufficient longitudinal data, we can’t prove the direction of the influences yet; second, the measurement of different forms and states of arts participation has not yet been standardized.; third, the theoretical frameworks from the West are lacking validations under other cultural contexts. The followings is a call to start from building evaluation framework with multi-dimensions, integrate the neural machine technology into research in order to conduct better mechanistic research, and further the culturally adaptive arts intervention project, by which we can expect both theoretical and application bases in the guidance of adolescent mental health, enrich the socialization perspective of self-identity theory and at the same time can offer some enlightening and feasible approaches to better promote the development of normal adolescent.
},
 year = {2025}
}

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TY  - JOUR
T1  - Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities

AU  - Yuwei Zhu
AU  - Xiaoli Ni
Y1  - 2025/06/22
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251303.14
DO  - 10.11648/j.si.20251303.14
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 37
EP  - 42
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251303.14
AB  - Adolescence is an important period in life, for adolescents to develop their self-identity. As one of the main sociocultural activities, arts participation can influence the psychological development of adolescent in profound ways. Because of the increasing accessibility to arts education and proliferation of arts types, the self-identity effects of arts participation have been a hot issue of research in psychology, education and sociology. In this paper we carry out a review on the domestic and international relevant works, and combine the previous theories and facts in order to explicitly explicate how arts participation promotes adolescent’s self-identity and in which specific conditions. The results reveal that arts participation affects adolescent’s self-identity by Cognitive-Affective Pathways, Social Interaction Pathways, Environmental Mediation Pathways. But these effects are significantly moderated by the type of participation and engagement extent . There are three limitations about the current studies. First, with insufficient longitudinal data, we can’t prove the direction of the influences yet; second, the measurement of different forms and states of arts participation has not yet been standardized.; third, the theoretical frameworks from the West are lacking validations under other cultural contexts. The followings is a call to start from building evaluation framework with multi-dimensions, integrate the neural machine technology into research in order to conduct better mechanistic research, and further the culturally adaptive arts intervention project, by which we can expect both theoretical and application bases in the guidance of adolescent mental health, enrich the socialization perspective of self-identity theory and at the same time can offer some enlightening and feasible approaches to better promote the development of normal adolescent.

VL  - 13
IS  - 3
ER  -

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Yuwei Zhu

Railway Science & Technology Research & Development Center, China Academy of Railway Sciences Corporation Limited

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http://orcid.org/0009-0000-0301-9063
Xiaoli Ni

Railway Science & Technology Research & Development Center, China Academy of Railway Sciences Corporation Limited

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Zhu, Y., Ni, X. (2025). Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Science Innovation, 13(3), 37-42. https://doi.org/10.11648/j.si.20251303.14

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ACS Style

Zhu, Y.; Ni, X. Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Sci. Innov. 2025, 13(3), 37-42. doi: 10.11648/j.si.20251303.14

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AMA Style

Zhu Y, Ni X. Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities. Sci Innov. 2025;13(3):37-42. doi: 10.11648/j.si.20251303.14

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@article{10.11648/j.si.20251303.14,
  author = {Yuwei Zhu and Xiaoli Ni},
  title = {Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities
},
  journal = {Science Innovation},
  volume = {13},
  number = {3},
  pages = {37-42},
  doi = {10.11648/j.si.20251303.14},
  url = {https://doi.org/10.11648/j.si.20251303.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251303.14},
  abstract = {Adolescence is an important period in life, for adolescents to develop their self-identity. As one of the main sociocultural activities, arts participation can influence the psychological development of adolescent in profound ways. Because of the increasing accessibility to arts education and proliferation of arts types, the self-identity effects of arts participation have been a hot issue of research in psychology, education and sociology. In this paper we carry out a review on the domestic and international relevant works, and combine the previous theories and facts in order to explicitly explicate how arts participation promotes adolescent’s self-identity and in which specific conditions. The results reveal that arts participation affects adolescent’s self-identity by Cognitive-Affective Pathways, Social Interaction Pathways, Environmental Mediation Pathways. But these effects are significantly moderated by the type of participation and engagement extent . There are three limitations about the current studies. First, with insufficient longitudinal data, we can’t prove the direction of the influences yet; second, the measurement of different forms and states of arts participation has not yet been standardized.; third, the theoretical frameworks from the West are lacking validations under other cultural contexts. The followings is a call to start from building evaluation framework with multi-dimensions, integrate the neural machine technology into research in order to conduct better mechanistic research, and further the culturally adaptive arts intervention project, by which we can expect both theoretical and application bases in the guidance of adolescent mental health, enrich the socialization perspective of self-identity theory and at the same time can offer some enlightening and feasible approaches to better promote the development of normal adolescent.
},
 year = {2025}
}

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TY  - JOUR
T1  - Adolescent Arts Participation and Self-Identity: A Review of Effects and Future Research Possibilities

AU  - Yuwei Zhu
AU  - Xiaoli Ni
Y1  - 2025/06/22
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251303.14
DO  - 10.11648/j.si.20251303.14
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 37
EP  - 42
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251303.14
AB  - Adolescence is an important period in life, for adolescents to develop their self-identity. As one of the main sociocultural activities, arts participation can influence the psychological development of adolescent in profound ways. Because of the increasing accessibility to arts education and proliferation of arts types, the self-identity effects of arts participation have been a hot issue of research in psychology, education and sociology. In this paper we carry out a review on the domestic and international relevant works, and combine the previous theories and facts in order to explicitly explicate how arts participation promotes adolescent’s self-identity and in which specific conditions. The results reveal that arts participation affects adolescent’s self-identity by Cognitive-Affective Pathways, Social Interaction Pathways, Environmental Mediation Pathways. But these effects are significantly moderated by the type of participation and engagement extent . There are three limitations about the current studies. First, with insufficient longitudinal data, we can’t prove the direction of the influences yet; second, the measurement of different forms and states of arts participation has not yet been standardized.; third, the theoretical frameworks from the West are lacking validations under other cultural contexts. The followings is a call to start from building evaluation framework with multi-dimensions, integrate the neural machine technology into research in order to conduct better mechanistic research, and further the culturally adaptive arts intervention project, by which we can expect both theoretical and application bases in the guidance of adolescent mental health, enrich the socialization perspective of self-identity theory and at the same time can offer some enlightening and feasible approaches to better promote the development of normal adolescent.

VL  - 13
IS  - 3
ER  -

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