CoChat
Sign Up
Cited by 1Art Education and DevelopmentParental Involvement in EducationDiverse Education Studies and Reforms

Socioeconomic Barriers to Parental Involvement in Art Education

Open access
Bin Sharim, Mohd Azim, Binti Nik Roseli, Nik Evina, Binti Md. Yasin, Siti Farhana, Hue Chew Kuen, Jayce, Tang Siew Wen, Eunice·2024·International Journal of Academic Research in Business and Social Sciences
DOI 10.6007/ijarbss/v14-i11/23428
Open this paper in CoChat — free accountOpen PDF

Abstract

This study explores the influence of parental involvement and socioeconomic status on children’s participation in art education, in Johor Bahru, Malaysia. It emphasizes the vital role of parental support in nurturing creativity, confidence, and appreciation for the arts among children. Additionally, the study examines how socioeconomic constraints limit access to resources and opportunities, affecting children’s engagement in art-related activities. The findings underscore the need for policies and initiatives to overcome these barriers and promote equitable access to art education for children, regardless of socioeconomic background. The findings reveal that families with higher socioeconomic status generally possess greater resources and opportunities to support their children’s artistic growth, enrolling them in art classes, providing quality art supplies, and facilitating cultural exposure. In contrast, parents from lower socioeconomic backgrounds face barriers such as financial constraints and limited access to cultural institutions, restricting their engagement. Key themes identified include the importance of parental support in fostering artistic development, the influence of socioeconomic status on access to art education, and the barriers to participation that need to be addressed to create supportive environments for artistic exploration. This study offers valuable insights into the relationships between parental involvement, socioeconomic status, and children’s participation in art education, highlighting the importance of addressing barriers to enhance accessibility and quality of art education for all children.

AI snapshot

Written from the paper’s full text.

TL;DR

This qualitative study in Johor Bahru, Malaysia examines how parental involvement and socioeconomic status shape children’s participation in art education. It finds that higher-SES families generally provide more resources and opportunities, while lower-SES families face financial and access barriers, though parents across SES value art for child development.

Key findings

  • Higher socioeconomic status was linked to greater parental involvement: families with more resources enrolled children in art classes, provided quality art supplies, and facilitated cultural exposure such as museum or gallery visits.
  • Lower socioeconomic backgrounds faced barriers including financial constraints, limited access to cultural institutions, time limitations from work schedules, and scarce local or subsidized art programs.
  • Parents across socioeconomic backgrounds valued art for children’s growth, emotional regulation, self-expression, confidence, and parent-child bonding, with many lower-SES parents using affordable means such as free online tutorials and DIY projects.
  • Among surveyed parents, 85.7% were mothers and 14.3% fathers; 71.4% had at least a bachelor’s degree; 71.4% held positions as physicians, architects, or engineers; 57.1% were in the upper socioeconomic class and 28.6% in the upper-middle class; only one participant had prior art training.

Methods

  • Qualitative design using open-ended survey questions delivered via Google Forms in Johor Bahru, Malaysia; data collected over two weeks from July 1 to July 15, 2024.
  • Participants were parents of children aged 4 to 7 enrolled in art programs; the findings imply seven parent respondents (85.7% mothers, 14.3% fathers; three with one child and four with two), though the paper does not explicitly state the total sample size.
  • Socioeconomic status was measured with an adapted Kuppuswamy’s Socioeconomic Scale adjusted for Malaysian income and inflation, categorizing participants into T20, M40, and B40 groups further subdivided into six categories; data were analyzed using thematic analysis and descriptive statistics/percentiles.

Limitations

  • Stated as recommendations/future improvements: expand sample size, diversify demographics, conduct longitudinal research, complement surveys with in-depth interviews, explore cultural contexts, address language barriers, and investigate specific barriers to participation.
  • Evident from the text: the sample appears very small (seven parents), drawn from a single city over a two-week period, heavily skewed toward mothers and higher-SES/professional families, with only one participant having prior art training.
  • Evident from the text: the study relies on open-ended survey responses rather than in-depth interviews or observational data, limiting the depth of insight into parents’ motivations and challenges.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.6007/ijarbss/v14-i11/23428

Cites

0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

3 of 43 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured

  • Findingcitation

    Socioeconomic status shapes the scope and quality of children's involvement in art-related activities.

    “SES is also observed to shape the scope and quality of children's involvement in art-related activities.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.
    • Rests on an assumption: The study's qualitative themes accurately represent the views of the broader population of parents.
  • Findingcitation

    Parental involvement, especially through collaborative art projects, significantly influenced children's engagement in art.

    “Parental involvement, especially through collaborative art projects, significantly influenced children's engagement in art.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.
  • Findingcitation

    Parents play a crucial role in creating a conducive environment for artistic exploration by providing materials and a supportive and open atmosphere.

    “Parents play a crucial role in creating a conducive environment for artistic exploration by providing not only materials but also a supportive and open atmosphere.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.
  • Findingnone given

    Families with greater financial means could invest in private lessons or art academies that offered individualized, high-quality instruction.

    “Families with greater financial means could invest in private lessons or art academies that offered individualized, high-quality instruction.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.
  • Findingcitation

    In communities with fewer resources, public programs or subsidized art classes may be scarce, creating additional barriers for economically disadvantaged families to participate in artistic development.

    “Additionally, in communities with fewer resources, public programs or subsidized art classes may be scarce, creating additional barriers for economically disadvantaged families to participate in artistic development (Hannaway, 2021).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Hannaway, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.
  • Classified as probably not a substantial claim. 27
  • May combine two claims. 34

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Socioeconomic status plays a critical role in shaping children's developmental trajectories, influencing cognitive abilities, academic success, and overall well-being from early childhood into adulthood.

    “Socioeconomic status plays a critical role in shaping children's developmental trajectories, influencing cognitive abilities, academic success, and overall well-being from early childhood into adulthood (Meurs et al., 2022).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Meurs et al., 2022 source

      The Discussion’s Contributions of the Study section addresses job control, anxiety, and employees’ physiological responses to stress, not children’s development. Searches for socioeconomic status, children’s developmental trajectories, and academic achievement found no passage connecting socioeconomic status to the claimed outcomes. Page numbers were not available in our copy. (LLM, conf=0.75)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Premisecitation

    Parental engagement, irrespective of socioeconomic standing, is consistently linked to enhanced academic and creative outcomes, fostering children's mental well-being, self-confidence, and overall developmental success.

    “Parental engagement, irrespective of socioeconomic standing, has consistently been linked to enhanced academic and creative outcomes, fostering children's mental well-being, self-confidence, and overall developmental success (Sengonul, 2022;Huang et al., 2021).”
    Quote in the paperNot a substantial claim2 of 2 sources checked
    • cites Sengonul, 2022 source

      The Abstract reports a positive correlation between parental involvement and academic achievement, and the Introduction links involvement to children's social and emotional development. The Discussion also says socioeconomic status affects this relationship, so “irrespective of socioeconomic standing” overlooks an important qualification. The passages do not establish enhanced creative outcomes, mental well-being, or children's self-confidence. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
    • cites Huang et al., 2021 source

      The Conclusions report links between parental involvement, mathematics achievement, mental health, and mathematics self-efficacy in the students studied. The paper does not report creative outcomes or establish overall developmental success; its Results (§3.1) also find greater parental involvement among higher-SES parents, rather than establishing the claimed relationship irrespective of socioeconomic standing. (LLM, conf=0.88)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Parental involvement encourages the exploration of new interests while supporting a balance between creative and academic pursuits.

    “Parental involvement encourages the exploration of new interests while supporting a balance between creative and academic pursuits (Martinez, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Martinez, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Parents underscore the importance of prioritization and structured scheduling, setting aside specific time for art activities while remaining adaptable to the child's changing interests.

    “Parents underscore the importance of prioritization and structured scheduling, setting aside specific time for art activities while remaining adaptable to the child's changing interests (Adams et al., 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Adams et al., 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingreasoning

    Families with limited financial means may struggle to provide these opportunities, which can hinder sustained involvement in art.

    “In contrast, families with limited financial means may struggle to provide these opportunities, which can hinder sustained involvement in art.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Parents believe they should play a supportive role in fostering their child's passion for the arts, including providing encouragement, celebrating achievements, and actively listening to the child's aspirations and challenges.

    “This theme emphasizes the supportive role parents believe they should play in fostering their child's passion for the arts, including providing encouragement, celebrating achievements, and actively listening to the child's aspirations and challenges (Miller & Clark, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Miller & Clark, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Shared art activities strengthen the parent-child relationship, foster open communication, and build mutual respect.

    “This theme underscores the importance of shared art activities in strengthening the parentchild relationship, fostering open communication, and building mutual respect (Evans & Roberts, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Evans & Roberts, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Art is seen as a tool for self-expression, helping children navigate and communicate their emotions.

    “Art is seen as a tool for self-expression, helping children navigate and communicate their emotions (Brown & Williams, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Brown & Williams, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingnone given

    Higher socioeconomic status parents perceive art as crucial for their child's holistic development, investing considerable time and energy in encouraging creativity, attending programs, and acquiring materials that support artistic growth.

    “Parents from higher SES backgrounds, equipped with more resources, often perceive art as crucial for their child's holistic development, investing considerable time and energy in encouraging creativity, attending programs, and acquiring materials that support artistic growth.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Parents believe their involvement in art education plays a significant role in their child's personal growth, fostering creativity, emotional maturity, and confidence.

    “This theme highlights the significant role parents believe their involvement in art education plays in their child's personal growth, fostering creativity, emotional maturity, and confidence (Smith, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Smith, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Parents perceive their engagement as a way to nurture both the child's creative skills and holistic growth, promoting a balanced development that prepares the child for a well-rounded future.

    “Parents perceive their engagement as a way to nurture both the child's creative skills and holistic growth, promoting a balanced development that prepares the child for a well-rounded future (Davies & Kim, 2022).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Davies & Kim, 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

  • May combine two claims.

    Findingown data

    The majority of participants reported a household income exceeding RM10,000 per month, placing 57.1% in the upper socioeconomic class and 28.6% in the upper-middle class.

    “The majority reported a household income exceeding RM10,000 per month, which places 57.1% of the participants in the upper socioeconomic class and 28.6% in the upper-middle class.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingnone given

    Higher socioeconomic families often had greater means to dedicate spaces within their homes for art and could afford a variety of materials for experimentation.

    “Higher socioeconomic families often had greater means to dedicate spaces within their homes for art, such as a craft room or designated area, and could afford a variety of materials for experimentation.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Parents describe their role as one of constructive feedback and consistent motivation, believing that celebrating successes and being attentive to their child's interests and concerns builds a foundation for confidence and enduring interest in the arts.

    “Parents describe their role as one of constructive feedback and consistent motivation, believing that celebrating successes and being attentive to their child's interests and concerns builds a foundation for confidence and enduring interest in the arts (Nguyen & Patel, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Nguyen & Patel, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Shared art activities provide a bonding experience that strengthens the emotional connection between parent and child.

    “Shared art activities provide a bonding experience that strengthens the emotional connection between parent and child (Green & Bailey, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Green & Bailey, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingnone given

    Parents recognize that art engagement enhances creativity and problem-solving abilities, promoting independent thought and experimentation.

    “Parents recognize that art engagement enhances creativity and problemsolving abilities, promoting independent thought and experimentation.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingcitation

    Parental support is associated with emotional well-being and the child's self-esteem, with parents noting that art activities instill a sense of accomplishment, positively impacting academic performance and personal growth.

    “Parental support is associated with emotional well-being and the child's selfesteem, with parents noting that art activities instill a sense of accomplishment, positively impacting academic performance and personal growth (Jones et al., 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jones et al., 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingcitation

    Many lower socioeconomic status parents strive to encourage artistic interest in their children using affordable resources, such as free online tutorials and DIY art projects, showing that they value creativity despite resource challenges.

    “Nevertheless, many strive to encourage artistic interest in their children using affordable resources, such as free online tutorials and DIY art projects, showing that they value creativity despite resource challenges.”
    • Also stated in: § Conclusion · boosted
      “Conversely, parents from lower SES backgrounds, despite facing financial and resource constraints, demonstrate a commendable commitment to nurturing their children's artistic interests through affordable means.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.

  • May combine two claims.

    Findingcitation

    Many parents, regardless of socioeconomic status, prioritize art as an accessible medium for enriching their child's life and strengthening family ties, indicating universal value in creative exploration.

    “Despite differences in resources, many parents, regardless of SES, prioritize art as an accessible medium for enriching their child's life and strengthening family ties, indicating the universal value they see in creative exploration (Carolan & Wasserman, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Carolan & Wasserman, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.
    • Rests on an assumption: The study's qualitative themes accurately represent the views of the broader population of parents.

  • May combine two claims.

    Findingcitation

    Economic challenges, limited time due to parental work schedules, and lack of local resources can present significant barriers to art involvement for children.

    “Economic challenges, limited time due to parental work schedules, and lack of local resources can all present significant barriers to art involvement for children.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingown data

    Most parents surveyed (71.4%) had attained at least a bachelor's degree, with the remainder holding high school or middle school certificates.

    “Most parents, 71.4% had attained at least a bachelor's degree, with the remainder holding high school or middle school certificates.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingown data

    Professionally, 71.4% of the participants held positions as physicians, architects, or engineers, while 28.6% were skilled workers.

    “Professionally, 71.4% of the participants held positions as physicians, architects, or engineers, while 28.6% were skilled workers.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • May combine two claims.

    Findingnone given

    Parents view themselves as guides in their child's artistic journey, encouraging and learning alongside their child.

    “Parents view themselves as guides in their child's artistic journey, encouraging and learning alongside their child.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Art provides stress relief for both parents and children, enhancing resilience.

    “Additionally, art provides stress relief for both parents and children, enhancing resilience (Thompson & Green, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Thompson & Green, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Parental involvement in art education supports a child's comprehensive development and academic achievement, contributing to future success.

    “This theme captures the belief that parental involvement in art education supports a child's comprehensive development and academic achievement, contributing to future success (Harris & Young, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Harris & Young, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingcitation

    Limited resources may hinder participation in art-related experiences but do not diminish parental desire to foster their children's creative expression.

    “This aligns with findings indicating that limited resources may hinder participation in art-related experiences but do not diminish parental desire to foster their children's creative expression (Sirin, 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sirin, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based).

    Premisereasoning

    Research specifically addressing how SES affects parental commitment to art education, children's involvement in art-related activities, and parents' valuation of their role in art education is limited.

    “Overall, while studies underscore a connection between SES and educational outcomes, research specifically addressing how SES affects parental commitment to art education, children's involvement in art-related activities, and parents' valuation of their role in art education is limited.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The survey questions were crafted based on a review of relevant literature to capture the necessary insights.

    “The survey questions were crafted based on a review of relevant literature (Patton, 2021) to capture the necessary insights.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Patton, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationnone given

    Socioeconomic status influences not only access to material resources but also lifestyle choices, decision-making processes, and general attitudes toward education, all of which significantly shape parental involvement in school and extracurricular activities.

    “Socioeconomic status (SES) influences not only a family's access to material resources but also affects lifestyle choices, decision-making processes, and general attitudes toward education, all of which significantly shape parental involvement in school and extracurricular activities.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.

  • Classified as probably not a substantial claim.

    Study design and conductcitation

    Qualitative data from open-ended survey responses were analyzed using thematic analysis, which enabled the identification of key themes and patterns related to parental engagement.

    “Qualitative data from open-ended survey responses were analyzed using thematic analysis, which enabled the identification of key themes and patterns related to parental engagement (Braun & Clarke, 2021).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Braun & Clarke, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: Thematic analysis of open-ended responses accurately identifies the key themes and patterns related to parental engagement.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Accessible resources are important in ensuring that children from all backgrounds have opportunities to participate in creative learning.

    “This underscores the importance of accessible resources in ensuring that children from all backgrounds have opportunities to participate in creative learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Parents from higher socioeconomic classes are more likely to actively engage in their children's music education, influencing both children's participation and their understanding of parental support's value in education.

    “Parents from higher socioeconomic classes are more likely to actively engage in their children's music education, influencing both children's participation and their understanding of parental support's value in education (Onyeukwu, 2023).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Onyeukwu, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisenone given

    Parental engagement includes supportive actions such as aiding at home, offering encouragement, and participating in school events that collectively contribute to children's academic success and personal development.

    “This engagement includes a variety of supportive actions-such as aiding at home, offering encouragement, and participating in school events-that collectively contribute to children's academic success and personal development.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Fewer studies have focused specifically on art education, despite clear evidence of its benefits for children's cognitive and emotional growth.

    “While much research has examined SES's influence in early education, fewer studies have focused specifically on art education, despite clear evidence of its benefits for children's cognitive and emotional growth (Jæger, 2019).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Jæger, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Parental involvement is positively associated with children's academic and cognitive development, with engagement such as supporting homework or fostering learning outside school settings potentially having a more significant impact on academic success than parents' financial or educational background.

    “Parental involvement is positively associated with children's academic and cognitive development, with studies suggesting that engagement, such as supporting homework or fostering learning outside school settings-may have a more significant impact on academic success than parents' financial or educational background (Oranga et al., 2023;Hill & Tyson, 2020).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Oranga et al., 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Hill & Tyson, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Study design and conductcitation

    Socioeconomic status was measured using an adapted version of Kuppuswamy's Socioeconomic Scale, modified to reflect Malaysian economic standards by adjusting for income and inflation rates.

    “Socioeconomic status was measured using an adapted version of Kuppuswamy's Socioeconomic Scale, modified to reflect Malaysian economic standards by adjusting for income and inflation rates.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Mishra & Singh, 2003

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The adapted Kuppuswamy's Socioeconomic Scale validly measures socioeconomic status in the Malaysian context.

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    The intersection of socioeconomic status and access to art education has received limited attention.

    “Despite these well-documented effects, the intersection of socioeconomic status and access to art education has received limited attention.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Such varied involvement contributes to children's confidence, social skills, and artistic engagement, providing a foundation that encourages both personal and artistic development.

    “Such varied involvement contributes to children's confidence, social skills, and artistic engagement, providing a foundation that encourages both personal and artistic development (Crosnoe, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Crosnoe, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Investigating how socioeconomic status impacts parental involvement in art education gives insight into how socioeconomic disparities can lead to differing developmental opportunities for children.

    “By investigating how SES impacts parental involvement in art education, we gain insight into how socioeconomic disparities can lead to differing developmental opportunities for children.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    This collaborative approach creates a nurturing environment that benefits the child's emotional health and academic drive.

    “This collaborative approach creates a nurturing environment that benefits the child's emotional health and academic drive (Lopez et al., 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Lopez et al., 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The findings align with recent studies linking higher socioeconomic status with increased opportunities for extracurricular involvement in the arts.

    “These findings align with recent studies linking higher socioeconomic status with increased opportunities for extracurricular involvement in the arts (Bodovski & Farkas, 2020).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bodovski & Farkas, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Premisenone given

    Socioeconomic status shapes the level of resources and opportunities available to parents, which in turn affects children's educational outcomes and access to enrichment activities.

    “These findings align with a substantial body of literature indicating that socioeconomic status shapes the level of resources and opportunities available to parents, which in turn affects children's educational outcomes and access to enrichment activities.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.

  • May combine two claims.

    Premisecitation

    Parental involvement in art education enhances children's creativity, self-efficacy, and ideation, with self-efficacy acting as a critical mediator between parental support and artistic outcomes.

    “Parental involvement in art education has been shown to enhance children's creativity, self-efficacy, and ideation, with self-efficacy acting as a critical mediator between parental support and artistic outcomes (Tang et al., 2022;Ma et al., 2024).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Tang et al., 2022 source
    • cites Ma et al., 2024

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Parental support in art fosters positive self-concept and confidence in children, aiding their academic and personal success.

    “These perspectives resonate with studies that show how parental support in art fosters positive self-concept and confidence in children, aiding their academic and personal success (Crosnoe, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Crosnoe, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Higher socioeconomic status allows parents to access enrichment opportunities, which in turn positively impacts children's academic and social development.

    “This trend aligns with research indicating that higher SES allows parents to access enrichment opportunities, which in turn positively impacts children's academic and social development (Reardon, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Reardon, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

45 of 45

  • The paper relies on this without support.

    The adapted Kuppuswamy's Socioeconomic Scale validly measures socioeconomic status in the Malaysian context.

    “Socioeconomic status was measured using an adapted version of Kuppuswamy's Socioeconomic Scale, modified to reflect Malaysian economic standards by adjusting for income and inflation rates.”

  • The paper relies on this without support.

    The sample of parents who responded is representative of parents of children aged 4 to 7 enrolled in art programs in Johor Bahru.

    “The study focused on parents whose children, aged 4 to 7, were enrolled in art programs in the Johor Bahru region.”

  • The paper relies on this without support.

    Art education is vital for nurturing creativity, critical thinking, emotional resilience, and social skills, making it a powerful tool for holistic child development.

    “Art education is vital not only for nurturing creativity but also for promoting critical thinking, emotional resilience, and social skills, making it a powerful tool for holistic child development.”

  • The paper relies on this without support.

    The two-week data collection period was sufficient to capture the range of parental perspectives on art education.

    “data collected over a two-week period, from July 1 to July 15, 2024.”

  • The paper relies on this without support.

    Thematic analysis of open-ended responses accurately identifies the key themes and patterns related to parental engagement.

    “Qualitative data from open-ended survey responses were analyzed using thematic analysis, which enabled the identification of key themes and patterns related to parental engagement (Braun & Clarke, 2021).”

  • The paper relies on this without support.

    Parents' self-reported beliefs and practices accurately reflect their actual involvement in their children's art education.

    “Parents describe their role as one of constructive feedback and consistent motivation, believing that celebrating successes and being attentive to their child's interests and concerns builds a foundation for confidence and enduring interest in the arts (Nguyen & Patel, 2021).”

  • The paper relies on this without support.

    Socioeconomic status is a valid and reliable way to categorize families' access to resources and opportunities.

    “The study highlights a notable link between parents' socioeconomic status (SES) and their engagement in children's art education, emphasizing that SES influences both parents' involvement levels and their perspectives on the importance of this involvement.”

  • The paper relies on this without support.

    The study's qualitative themes accurately represent the views of the broader population of parents.

    “Across socioeconomic backgrounds, parents share a common understanding of the benefits of engaging their children in art activities, recognizing art as a vehicle for growth in essential areas such as problem-solving, emotional regulation, and self-expression.”
8 of 8

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 43

  1. Adams, T., Cooper, L., & Taylor, B. (2021). Parental perspectives on extracurricular involvement. Journal of Family Studies, 15(3), 200-212.
  2. Bodovski, K., & Farkas, G. (2020). Parental involvement and children's artistic participation. Educational Review, 72(3), 345-359.
  3. Brown, R., & Williams, J. (2021). Children's emotional development and parental support. Journal of Child Psychology, 10(4), 345-360.
  4. Carolan, B. V., & Wasserman, S. (2020). Parental involvement, socioeconomic status, and their influence on children's educational outcomes. Journal of Social Science Research, 45(2), 127-140.
  5. Chatterjee, S., & Noble, H. (2018). Community involvement in art education. Journal of Arts and Community, 26(1), 92-103.
  6. Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.
  7. Crosnoe, R. (2021). Family and school influences on the educational outcomes of low-income children. Annual Review of Sociology, 47, 99-120.
  8. Davies, M., & Kim, S. (2022). Art education's role in holistic child development. Arts Education Journal, 17(2), 123-135.
  9. DiMaggio, P., & Mukhtar, T. (2022). Socioeconomic status and access to the arts. Cultural Studies Review, 28(1), 59-75.
  10. Driessen, G., Smit, F., & Sleegers, P. (2016). The role of parental involvement in children's learning: A systematic review. Educational Research Review, 18, 28-41.
  11. Ekinci, O., & Ak, S. (2021). Financial barriers and children's artistic engagement. Child Development Perspectives, 15(2), 104-111.
  12. Evans, D., & Roberts, M. (2019). Parent-child bonding through shared activities. Family Dynamics Journal, 12(1), 45-60.
  13. Fiese, B. H., & Tomcho, T. J. (2022). The impact of family art projects. Family Relations, 71(1), 123-139.
  14. Green, J., & Bailey, K. (2021). Communication and bonding in parent-child relationships. Journal of Interpersonal Development, 8(2), 189-204.
  15. Hannaway, C. (2021). Economic challenges in art education. Journal of Family and Economic Issues, 42(2), 122-134.
  16. Harris, A., & Thompson, D. (2019). The role of socio-economic factors in children's participation in extracurricular activities. International Journal of Educational Research, 94, 133-142.
  17. Harris, L., & Young, P. (2021). Comprehensive development through parental involvement in arts. Educational Development Journal, 11(3), 250-264.
  18. Hollis, C. (2017). The impact of socioeconomic status on children's educational outcomes: A longitudinal study. Child Development, 88(5), 1577-1593.
  19. Jæger, M. M. (2019). The role of socioeconomic status in shaping parental involvement and children's educational achievement. Social Forces, 97(3), 971-994.
  20. Johnson, A., & Lee, J. (2020). Time management strategies in parenting. Parenting in Practice, 9(1), 95-110.
  21. Jones, S., Miller, T., & Clark, N. (2019). Art education and self-esteem in childhood development. Child Development Quarterly, 16(2), 300-315.
  22. Jones, R., & Nelson, M. (2020). Artistic exploration and cognitive development. International Journal of Art & Design Education, 39(4), 547-563.
  23. Kim, S., & Bong, M. (2019). Parental support and children's self-efficacy in the arts. Journal of Creative Behavior, 53(4), 768-781.
  24. Lareau, A. (2011). Unequal Childhoods: Class, Race, and Family Life. University of California Press.
  25. Lee, D., & McCarthy, J. (2021). Tailoring art activities to children's interests. Art Education Journal, 74(5), 50-56.
  26. Lopez, F., Wang, Z., & Patel, R. (2020). Strengthening relationships through art activities. Journal of Family Engagement, 6(4), 67-83.
  27. Martinez, Y. (2020). Balancing academic and artistic pursuits in early childhood. Journal of Holistic Education, 14(3), 280-290.
  28. Miller, S., & Clark, T. (2020). Encouragement strategies for fostering artistic interest in children. Educational Psychology Review, 22(4), 405-418.
  29. Meyer, M. (2020). Addressing language barriers in health research: A systematic review. BMC Health Services Research, 20(1), 28.
  30. Murray, M. (2017). Exploring the impact of language on participation in healthcare research: A systematic review. Health Expectations, 20(5), 868-877.
  31. Naylor, S., & Pruitt, L. (2019). Understanding cultural influences on education: An examination of diverse families in an urban setting. Journal of Multicultural Education, 13(3), 217- 230.
  32. Nguyen, H., & Patel, S. (2021). Parental encouragement in the arts: A child's perspective. International Journal of Arts Education, 19(2), 210-225.
  33. Parker, M.(2018). Barriers to participation in art education for underprivileged children: Insights from parents and teachers. Arts Education Policy Review, 119(3), 162-175.
  34. Reardon, S. F. (2019). The widening socioeconomic status achievement gap: New evidence and implications for education. Educational Researcher, 48(6), 368-379.
  35. Schunk, D. H., & Zimmerman, B. J. (2020). Structuring art education: Pathways to cognitive and artistic skill development. American Journal of Art Education, 44(2), 108-117.
  36. Sirin, S. R. (2020). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
  37. Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.
  38. Smith, L. (2020). Creativity and emotional growth in children's education. Journal of Childhood Development, 24(1), 102-115.
  39. Tashakkori, A., & Teddlie, C. (2010). Sage Handbook of Mixed Methods in Social & Behavioral Research. Sage Publications
  40. Thompson, E., & Green, F. (2018). Stress relief and resilience through art activities for children and parents. Family Well-Being Quarterly, 5(3), 140-155.
  41. Wallerich, L., Amandine Fillol, Rivadeneyra, A., Stéphanie Vandentorren, Wittwer, J., & Cambon, L. (2023). Environment and child well-being: A scoping review of reviews to guide policies. Health Promotion Perspectives, 13(3), 168-182. https://doi.org/10.34172/hpp.2023. · DOI
  42. White, M., & Keller, P. (2022). Parental involvement in arts: Perspectives on responsibilities and time management. Journal of Parental Engagement, 18(1), 55-70.
  43. Wilson, K., & Silverman, H. (2019). Creative freedom in early art education. Journal of Early Childhood Education, 47(3), 329-340.

Cited by

Sorted by citations

Related

Authors
Bin Sharim, M. A., Binti Nik Roseli, N. E., Binti Md. Yasin, S. F., Hue Chew Kuen, J., & Tang Siew Wen, E.
Venue
International Journal of Academic Research in Business and Social Sciences
Publisher
Human Resources Management Academic Research Society (HRMARS)
Published
2024-11-30
Volume
14
Issue
11
ISSN
2222-6990 (ISSN-L)
DOI
10.6007/ijarbss/v14-i11/23428
OpenAlex
W4405168341
Semantic Scholar
c6abb5ff794408e960df671bc7f38a6de84dc4d6
Cited by
1
References
0
Citations by year
2025: 1
FWCI
3.99
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
International Journal of Academic Research in Business and Social Sciences (publishedVersion, cc-by)
Topics
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Diverse Education Studies and Reforms
Keywords
parental involvement, art education, socioeconomic status, financial constraints, art materials, cultural exposure, educational equity, Johor Bahru

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-03.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-03.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review