Education involving active engagement in the arts, herein called arts education, is often believed to foster the development of desirable personality traits and skills in children and adolescents. Yet the impact of arts education on personality development has rarely been systematically investigated. In the current article, we reviewed the literature on personality change through arts education. We identified 36 suitable experimental and quasi-experimental studies. Evidence from these studies tentatively suggests that arts-education programs can foster personality traits such as extraversion and conscientiousness but not self-esteem. In addition, the effects of arts education appeared to be stronger in early and middle childhood than in preadolescence and early adolescence. However, the evidence for the effectiveness of arts education was very limited among the few included true experiments. Furthermore, the reviewed studies were heterogenous and subject to content-related, methodological, and statistical limitations. Thus, the current evidence base is inconclusive as to the effects of arts education on personality development. By identifying potential effects of arts education and limitations of past research, our review serves as a call for more research and guidepost for future studies on arts education and personality change.

涉及积极参与艺术的教育，这里称为艺术教育，通常被认为可以促进儿童和青少年理想的人格特质和技能的发展。然而，艺术教育对人格发展的影响却很少被系统地研究。在本文中，我们回顾了有关通过艺术教育改变人格的文献。我们确定了 36 项合适的实验和准实验研究。这些研究的证据初步表明，艺术教育项目可以培养性格特征，如外向性和责任心，但不能培养自尊心。此外，艺术教育在儿童早期和中期的影响似乎比在青春期前和青春期早期更强。然而，在少数包含真实实验的情况下，艺术教育有效性的证据非常有限。此外，审查的研究是异质的，并受到内容相关、方法和统计方面的限制。因此，目前的证据基础对于艺术教育对人格发展的影响尚无定论。通过确定艺术教育的潜在影响和过去研究的局限性，我们的评论呼吁进行更多的研究，并为未来关于艺术教育和人格改变的研究提供指导。