A phenomenological study exploring the effects arts-infused learning has on increasing self-regulation to support student learning

Abstract

Arts infused learning allows a student to learn alternative approaches to increase selfregulatory skills and promote student learning. It was hypothesized that students who are involved in arts pathways have knowledge and skills that promote self-reflection, and increase their awareness of the importance of learning self-regulatory strategies. Through the duration of this study, students who were enrolled in the arts infused pathway of learning improved in areas of academics, attendance, and self-control. Responses of students who are currently funded under the Alberta Exceptional Grant List as having a severe emotional behavioral disorder were compared to the perception of the educational assistants that were assigned to work with them. The study showed that there was a significant increase in student involvement, academic growth, and behavioral incidents declined in comparison to previous years.