Sumaila Issah (2025)
This study explores the role of self-efficacy in shaping children’s drawing practices across Ghana’s rural, peri-urban, urban, and metropolitan contexts. Guided by the social cognitive theory by Bandura (1977), the research investigates how mastery experiences, observational learning, and supportive feedback from teachers and parents influence children’s artistic confidence and expression. Employing a qualitative, multiple-case study design within a social constructivist framework, data were collected through spontaneous and directed drawings, semi-structured interviews, and field observations involving pupils aged 7-10, their parents, and teachers. Findings reveal that children with high drawing self-efficacy frequently choose familiar and culturally resonant subjects, reflecting lived experiences and environmental familiarity. Repetition, guided practice, and positive reinforcement significantly enhanced artistic performance and emotional engagement. Feedback from teachers and parents, when constructive and affirming, was found to foster motivation, resilience, and willingness to experiment with key traits of creative growth. Conversely, environments lacking in encouragement or cultural relevance diminished artistic confidence. The study enriches existing literature by expanding the focus beyond urban settings and highlighting the socio-cultural dynamics that mediate self-efficacy in artmaking. It concludes that cultivating children’s drawing self-efficacy requires not only pedagogical skill but also culturally responsive strategies and active parental involvement. Recommendations include practicebased and observational learning tasks, training in feedback delivery, and policies that integrate culturally grounded art education into early childhood curricula.