Students' Cognition of Art Education and Its Impact on Personal Growth in Selected Schools of China: Towards Integrating Critical Thinking into Artistic Practices

Abstract

This study investigates Chinese middle school students' perceptions of art education and its influence on personal growth and development. A sample of 450 students from Zhejiang Province middle schools completed a survey assessing perceived impacts of arts engagement. Results revealed students rated the greatest enhancement in creativity, followed by imagination and general knowledge. Females reported higher creativity gains than males. Ninth graders perceived greater knowledge growth compared to seventh graders. Students valued affective development most strongly, followed by behavioral then cognitive impacts. Perceived intrapersonal growth positively correlated with broader personal gains. Flow experiences during arts activities associated with higher ratings across all domains. Overall, findings substantiate multidimensional benefits of arts immersion for holistic cultivation aligned with China's curriculum reform goals. However, gaps persist in equitable access and tailored programming. Recommendations include expanded teacher training, needs-based funding formulas, student-centered adaptation, gender-inclusive pedagogies, leveraging community resources, balanced assessment systems, and communicating advocacy evidence to promote supportive policies and environments ensuring high-quality arts education reaches all Chinese youth. This study elucidates students’ perceptions validating arts engagement as a pathway towards national cultural prosperity and innovation.