ArticleFrontiers in public health2024
The impact of public art education on college students' mental health literacy.
Article in Frontiers in public health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Film education and art therapy for mental health in college students: a systematic review.Frontiers in psychology · 2026Pooled it
- Visual art experience and psychological distress among university students: parallel indirect effects through presence and search for meaning.Frontiers in public health · 2026Article
- How aesthetic education enhances psychological resilience: the mediating role of emotion regulation.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study aims to explore the impact of public art education on the mental health literacy of College Students. Methods: Conducted over a four-month period, the intervention involved freshmen from a Chinese college, comparing 1,334 students in the experimental group with 1,139 in the control group. Data were collected through a self-developed questionnaire and a standardized mental health literacy scale before and after the intervention. Results: Results showed that the experimental group's overall mental health literacy score significantly increased from 64.051 pre-intervention to 79.260 post-intervention, while the control group showed no significant changes during the same period. The experimental group demonstrated significant improvements in their ability to identify psychological disorders, belief in receiving professional help, attitudes towards seeking appropriate help, and knowledge in seeking mental health information. Furthermore, the frequency of classroom interaction was positively correlated with improvements in mental health literacy (regression coefficient = 2.261***), highlighting the critical role of active participation in public art education settings. Conclusion: This study underscores the importance and effectiveness of implementing public art education in higher education and provides empirical support for future educational policies and practices.
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