Arts Engagement and Character Virtues: Complementary Associations with Primary School Students’ Self-Perceived Competencies

Drawing on the Positive Development and Assessment Competencies (PDAC) model, this cross-sectional study examined whether character virtues and self-reported arts engagement make complementary contributions to primary school students’ self-perceived competencies. Data were collected from 993 fifth- and sixth-grade students; 695 provided valid responses to both arts items. Continuous competency scores were analysed using hierarchical linear regression with HC3 robust standard errors, demographic adjustment, and Benjamini–Hochberg correction. Binary high-score outcomes were retained as sensitivity analyses. After PREFARTI and demographics were controlled, the six-virtue block added 17.2–36.9 percentage points of explained variance across the eight competencies (all q < 0.001). After virtues were controlled, PREFARTI added unique variance in linguistic communication (ΔR2 = 0.040, q < 0.001), digital competency (ΔR2 = 0.011, q = 0.044), and cultural and artistic competency (ΔR2 = 0.065, q < 0.001). Its multivariate contribution to the eight-competency profile was significant, with Pillai’s trace = 0.163, F(24, 1722) = 4.13, p < 0.001. Of the selected interaction sets, only the block for personal autonomy added corrected explanatory value (ΔR2 = 0.022, q = 0.023), with heterogeneity concentrated in PREFARTI-by-wisdom (q = 0.009). The joint pattern remained significant after school fixed effects and exclusion of the smallest PREFARTI group, although the univariate digital result was less robust. The findings indicate an asymmetrical pattern of association: character virtues show broad associations with perceived competencies, whereas self-reported arts interest and participation contribute more selectively. These findings do not establish transfer, prediction, or causality.