Abstract

This paper presents the evolution of a new theoretical model that addresses low student intellectual engagement, including model and scale testing. In an unconventional twist on research in arts education, three streams of psychology are united to introduce a new conceptual framework that harnesses the effects of collective creative endeavors in one model: social empowerment. As often required by policy makers and funders, the model was rigorously tested through structural equation modeling using pretest data from 359 students. Findings provide statistical support for all relationships of the model with very good fit indices and identify a valid, reliable way to measure the impact of arts integration and social change initiatives. Posttest data was also analyzed to implicate shared agency as a novel, mediating variable between social empowerment and intellectual engagement. This led to a model revision and the final model is presented with immediate implications for practice in schools and society.