A Preliminary Study on the Role of Drawing Art in Stress Management among University Students: Evidence from a Fine Arts Drawing Group

Zhong  Cao; Qizhen Gu; Witsaroot  Pariyaprasert

ผู้แต่ง

Zhong Cao 3Graduate School of Business and Advanced Technology Management, Assumption University https://orcid.org/0009-0004-1157-3848
Qizhen Gu Graduate School of Business and Advanced Technology Management, Assumption University
Witsaroot Pariyaprasert 3Graduate School of Business and Advanced Technology Management, Assumption University

คำสำคัญ:

Drawing art, perceived stress, engagement, performance, life satisfaction, art-based intervention, university students, well-being

บทคัดย่อ

This preliminary study examines the effectiveness of drawing art as a stress management method among university students. Specifically, it investigates how engagement, performance, and life satisfaction influence perceived stress and how reduced stress, in turn, sequentially improves the drawing art experience. The study employed a quantitative pre-test/post-test design involving 40 fine arts students from a public university in Chengdu, China. Participants took part in a structured four-hour drawing session designed to encourage thoughtful expression and creative engagement.

Findings from paired t-tests indicated a significant decrease in perceived stress levels following the intervention (p < .001). Regression analysis further revealed that engagement (β = -0.42, p < .01), performance (β = -0.38, p < .01), and life satisfaction (β = -0.44, p < .01) significantly predicted lower stress levels. Furthermore, reduced stress significantly predicted the drawing art experience (β = 0.56, p < .001).

These findings support that participation in drawing art activities improves psychological health by encouraging mindfulness, emotional regulation, and satisfaction. The study contributes to both art education and psychological health research by providing empirical evidence of drawing’s beneficial and educational value. It also highlights the importance of integrating art-based mindfulness and creative interventions into higher education programs to foster emotional flexibility, engagement, and academic well-being among students.

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