The Mediating role of Socioeconomic Status between supervised and non-supervised out-of-school Visual Art activities and Academic performance: A SEM Evidence from Southwestern China

Xiang JiaXin^*

• Guangzhou University, Guangzhou, China

The developmental value of the visual arts and extracurricular activities has been widely discussed in Western scholarship, but has not been sufficiently explored in non-Western settings. This gap limits our understanding of how artistic engagement outside of school supports children's overall development in places like China. To tackle this issue, this study examines how participation in out-of-school (OOS) visual art activities affects cognitive and noncognitive skills, particularly academic success, among primary school children in Southwestern China, using data from Guizhou Province. Using data from an extensive survey (N = 1,624) and a thorough quantitative analysis, the study examines the benefits of children's involvement in both structured and unstructured visual art activities. The findings show that parents from various socioeconomic backgrounds are highly committed to supporting their children's extracurricular learning. Notably, children from lower socioeconomic backgrounds gain more when their parents are actively involved in OOS visual art activities. This involvement should be relational and hands-on, rather than just financial. This highlights the importance of parental engagement in unlocking the developmental benefits of arts participation. Besides reinforcing the educational value of visual arts, the findings have practical implications for teachers, policymakers, and community members. They emphasise that visual art activities should not be seen solely as leisure but as a vital means to promote fair and comprehensive child development. The study calls for initiatives that boost parental awareness and participation, especially among families with fewer resources, to make the most of extracurricular visual art activities in Southwestern China.