111536
论文已发表
注册即可获取德孚的最新动态
IF 收录期刊
- 3.4 Breast Cancer (Dove Med Press)
- 3.2 Clin Epidemiol
- 2.6 Cancer Manag Res
- 2.9 Infect Drug Resist
- 3.7 Clin Interv Aging
- 5.1 Drug Des Dev Ther
- 3.1 Int J Chronic Obstr
- 6.6 Int J Nanomed
- 2.6 Int J Women's Health
- 2.9 Neuropsych Dis Treat
- 2.8 OncoTargets Ther
- 2.0 Patient Prefer Adher
- 2.2 Ther Clin Risk Manag
- 2.5 J Pain Res
- 3.0 Diabet Metab Synd Ob
- 3.2 Psychol Res Behav Ma
- 3.4 Nat Sci Sleep
- 1.8 Pharmgenomics Pers Med
- 2.0 Risk Manag Healthc Policy
- 4.1 J Inflamm Res
- 2.0 Int J Gen Med
- 3.4 J Hepatocell Carcinoma
- 3.0 J Asthma Allergy
- 2.2 Clin Cosmet Investig Dermatol
- 2.4 J Multidiscip Healthc
已发表论文
从笔触到脑力：关于课外视觉艺术活动对中国青少年认知技能发展影响的系统综述
Authors Yiyun C
Received 9 September 2025
Accepted for publication 9 December 2025
Published 19 December 2025 Volume 2025:18 Pages 2401—2416
DOI https://doi.org/10.2147/PRBM.S566460
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Gabriela Topa
Cheng Yiyun
School of Preschool Education, HangZhou Polytechnic, Hangzhou, People’s Republic of China
Correspondence: Cheng Yiyun, HangZhou Polytechnic, School of Preschool Education, No. 198 Gaoke Road, Fuyang District, Hangzhou, Zhejiang, 311402, Email chengyiyun@naver.com
Abstract: 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
School of Preschool Education, HangZhou Polytechnic, Hangzhou, People’s Republic of China
Correspondence: Cheng Yiyun, HangZhou Polytechnic, School of Preschool Education, No. 198 Gaoke Road, Fuyang District, Hangzhou, Zhejiang, 311402, Email chengyiyun@naver.com
Abstract: 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