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Learn more: PMC Disclaimer | PMC Copyright Notice BMC Psychol . 2026 Mar 4;14:504. doi: 10.1186/s40359-026-04267-1 Search in PMC Search in PubMed View in NLM Catalog Add to search The impact of group-based arts activity participation on community residents’ psychological well-being: the roles of emotional intelligence and servant organizers Yibei Ran Yibei Ran 1 International Fine Arts, Kyonggi University, Suwon, South Korea Find articles by Yibei Ran 1 , Yunxi Feng Yunxi Feng 2 School of Art and Design, Zhengzhou University of Aeronautics, No. 15, West Wenyuan Road, Zhengdong New Area, Zhengzhou, Henan Province 450046 China Find articles by Yunxi Feng 2, ✉ Author information Article notes Copyright and License information 1 International Fine Arts, Kyonggi University, Suwon, South Korea 2 School of Art and Design, Zhengzhou University of Aeronautics, No. 15, West Wenyuan Road, Zhengdong New Area, Zhengzhou, Henan Province 450046 China ✉ Corresponding author. Received 2025 Dec 10; Accepted 2026 Feb 26; Collection date 2026. © The Author(s) 2026 Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ . PMC Copyright notice PMCID: PMC13067552 PMID: 41782072 Abstract Amid rising global psychological well-being challenges, particularly among urban populations facing social isolation and role changes, community-based interventions have become critically important. Group arts activities provide a culturally accessible means of enhancing psychological well-being, but their underlying mechanisms remain poorly understood theoretically. Guided by social cognitive theory (SCT), this study proposes a triadic framework to examine how personal factors (e.g., emotional intelligence), behavioral factors (e.g., participation in group arts activities), and environmental factors (e.g., servant-oriented organizers) interact to enhance community residents’ psychological well-being. Using a cross-sectional study of 782 participants across 54 community art groups and hierarchical linear modeling (HLM), the findings show that participating in group arts activities significantly enhances psychological well-being, with emotional intelligence serving as a mediating factor. Additionally, servant organizers not only directly support participants’ well-being but also influence the relationship between involvement in group arts activities and psychological well-being. These results highlight the complex interplay among individual, behavioral, and environmental factors within community arts programs, extending SCT to these contexts. They offer practical insights for developing effective, theory-driven art initiatives to address the growing psychological well-being needs in urban settings. Supplementary Information The online version contains supplementary material available at 10.1186/s40359-026-04267-1. Keywords: Group-based arts activity participation, Emotional intelligence, Servant organizers, Psychological well-being Introduction Community residents, mainly middle-aged and elderly groups, generally face psychological challenges. These challenges include societal role transitions, social disconnection, health issues, and daily stress. Such situations can easily lead to feelings of loneliness, anxiety, or even depression [ 1 ]. Psychological well-being, as a positive psychological state, encompasses not only happiness and life satisfaction but also the harmonious development of self-growth, life goals, and interpersonal relationships [ 2 , 3 ]. In recent years, driven by positive psychology, research has shifted focus from pathology to the development of human positive potential, emphasizing the enhancement of happiness through cultivating positive emotions and strengths [ 4 ]. Currently, there are three main research perspectives: the positive psychology perspective focuses on individual traits such as gratitude and character strengths [ 5 ]; the social-ecological perspective emphasizes factors like social support and community environment [ 6 ]; and the activity participation perspective concentrates on specific behaviors such as physical exercise [ 7 ] and mindfulness therapy [ 8 ] in promoting happiness. Additionally, key influencing factors identified as antecedents of psychological well-being include individual characteristics [ 9 ], personal lifestyle habits [ 10 ], leadership styles [ 11 , 12 ], social support [ 13 ], and work environment [ 14 , 15 ]. As a cross-generational cultural practice, art continuously transmits collective memory and social values within community settings, providing public spaces for emotional exchange and spiritual nourishment for residents. Community group-based arts activity, as an important part of residents’ cultural life, plays a key role in enhancing community cohesion and residents’ sense of belonging [ 16 ]. These activities, which include dance, music, theater, painting, and crafts, not only offer residents opportunities for aesthetic experiences and creative expression but also help build a shared cultural identity within the community [ 17 ]. Especially in Chinese community environments, arts activities serve as a balancing point between traditional collective values and individual expression desires [ 18 ]. However, existing research remains subject to several important limitations. First, the current literature overemphasizes the antecedents of psychological well-being in clinical and organizational contexts [ 19 , 20 ], resulting in a significant lack of systematic exploration of the role of art interventions in community settings. Second, key psychological processes triggered by participation in group-based arts activities—such as social connection, self-expression, and meaning-making—are core dimensions of well-being but have not been sufficiently explained or tested in mainstream research. In light of this, this study focuses on the impact of participation in group-based arts activities on the psychological well-being of community residents, aiming to address two core questions: (1) Can participation in group-based arts activities effectively enhance the psychological well-being of community residents? (2) What are the underlying mechanisms between the two? Exploring these questions not only helps deepen and develop positive psychology theories within specific contexts but also promotes interdisciplinary dialogue among leadership studies, community psychology, and arts activity research, thereby providing an integrated theoretical framework for understanding how participation in group-based arts activities can promote community residents’ psychological well-being. Additionally, the findings of this study are expected to provide empirical evidence and theoretical guidance for designing more effective community arts interventions oriented towards residents’ well-being. Theoretical review and research hypotheses Theoretical framework and core constructs This study is based on Bandura’s [ 21 ] social cognitive theory (SCT), which emphasizes the dynamic interaction among individuals, behaviors, and the environment. It provides a systematic theoretical perspective for exploring the mechanisms by which participation in group-based arts activities influences the psychological well-being of community residents. This framework effectively integrates the synergistic effects of intrinsic individual factors, external behavioral expressions, and environmental support elements, thereby comprehensively analyzing the internal pathways through which artistic activities promote psychological well-being. Under the triadic interaction framework of SCT, four core variables play important roles. Group-based arts activity participation, as a behavioral element, serves as a vital bridge connecting individuals’ internal psychological processes with the external environment. It is not only a vehicle for skill development but also an important means for residents to express themselves, experience emotions, and engage in social interactions [ 16 ]. Psychological well-being, as the ultimate developmental goal of personal factors, reflects multidimensional positive psychological states, such as self-growth, life meaning, and emotional balance, achieved through participation in group-based arts activities [ 2 ]. Emotional intelligence plays a key role in the model as a personal cognitive resource. As an intrinsic ability to process emotional information [ 22 ], it directly influences the depth and quality of individuals’ participation in arts activities. Those with high emotional intelligence can more effectively identify and manage emotional elements in artistic activities, thereby deepening the psychological benefits of the artistic experience [ 23 ]. Traditional studies often emphasize the general benefits of participation in group-based arts activities but overlook the critical role of participants’ emotional processing abilities in acquiring these benefits [ 24 ]. The introduction of emotional intelligence addresses the existing research’s lack of focus on individual differences. Servant organizers, inspired by the traditional idea of Servant leadership, are defined as activity leaders who adopt a service-oriented approach, focusing on participants’ needs, well-being, and empowerment in group-based arts activities [ 25 , 26 ]. By creating inclusive and empowering environments, they significantly influence residents’ experiences in these activities [ 25 ]. Unlike traditional “administrative management–oriented organizers” who mainly focus on efficiency and task completion, servant organizers emphasize fostering a safe and supportive atmosphere, encouraging active participation, and thereby improving the effectiveness of arts activities. This approach also differs from task-oriented organizers (who prioritize goal achievement over individual needs) and authoritarian organizers (who maintain rigid control rather than empowering participants). Their participant-centered approach complements the top-down coordination of administrative methods, breaking the view of arts activities as merely standardized interventions and making the mechanisms of environmental support factors more tangible [ 26 ]. Furthermore, while servant organizers directly benefit individual participants through personalized support, their focus on community-building and collective empowerment also produces broader social benefits at the group level, setting them apart from styles that focus solely on individual outcomes. Unlike prior research applying SCT to well-being, which has mostly focused on clinical settings [ 27 ], performance domains [ 28 ], or workplace environments [ 29 ], this study emphasizes the everyday context of community-based arts participation. By including emotional intelligence as a mediating cognitive resource and servant organizers as a contextual moderator, this research develops a new and integrated pathway within the social cognitive framework: from individual cognitive resources, through environmental support conditions and the quality of behavioral participation, to psychological development outcomes. This theoretical contribution not only clarifies the mechanism by which artistic activities boost psychological well-being in a community, non-clinical setting but also identifies key modifiable factors for enhancing participatory art experiences [ 30 ], providing both theoretical and practical guidance for community arts initiatives. Group-based arts activity participation and community residents’ psychological well-being Art, as an integral component of sociocultural environments, serves as a tool for transcending limitations, fostering unity, and stimulating engagement with community life [ 31 ]. It offers insights into cultural and spiritual dimensions while supporting holistic development across the lifespan. Engagement in community-based arts equips individuals with communicative and problem-solving skills, enabling creative expression relevant to diverse life stages. Empirical studies highlight the therapeutic potential of artistic environments for the general public. For instance, community cultural settings, such as public exhibitions or local performances, provide aesthetic experiences that can trigger positive reminiscence, elevating mood, self-esteem, and overall well-being among residents [ 32 ]. Participatory group-based arts activities—such as group visual art discussions—enhance observational acuity, empathy, and interpersonal relationships within the community, surpassing the effects of more passive forms of leisure [ 33 ]. Music participation, in particular, facilitates social bonding and emotion regulation and positively influences physical health and self-confidence [ 34 ]. Beyond skill acquisition, community arts engagement fosters self-awareness, emotional connectivity, and confidence, thereby improving problem-solving, creativity, and mindfulness [ 35 ]. Consequently, the following hypothesis is proposed: H1. Group-based arts activity participation is significantly positively associated with community residents' psychological well-being. The mediating role of emotional intelligence Engaging in diverse art forms—such as visual arts, painting, dance, and music—may enable community residents to externalize internal states, convey complex ideas, and explore personal experiences in a supportive group setting [ 36 , 37 ]. Such creative activities are posited to exert a multifaceted influence on participants’ affective states and socio-emotional development, potentially facilitating the articulation of emotions and life narratives. For example, participation in community art programs, including three-dimensional projects, could not only foster enjoyment and creativity but also enhance self-worth and support comprehensive personal growth [ 38 ]. Dance, as a kinetic and expressive discipline prevalent in community settings, might augment bodily awareness and sensory acuity, thereby positively influencing emotional awareness and interpersonal dynamics among participants [ 39 ]. Similarly, painting and related visual practices could provide therapeutic channels for addressing daily stressors, fostering emotional integration, self-reflection, and progressive development [ 40 ]. The potential symbiotic relationship between artistic engagement and emotional intelligence is further supported by evidence that creative expression may cultivate joy, innovation, and social connectedness, collectively contributing to heightened emotional competence [ 39 , 41 ]. Emotional intelligence, defined as the capacity to perceive, manage, and harness emotions for adaptive thinking and action, is considered a crucial determinant of individual health, well-being, and overall quality of life [ 23 ]. It arguably plays an instrumental role in modulating behavior, navigating social complexities, and facilitating sound personal choices [ 42 ]. For community residents, higher emotional intelligence may be particularly beneficial. Individuals with elevated emotional intelligence are thought to demonstrate superior skills in recognizing and comprehending their own and others’ emotions, potentially leading to enhanced communication, more positive social interactions, and greater daily well-being within their community context [ 43 , 44 ]. The abilities associated with emotional intelligence, such as effectively managing emotional responses and empathizing with neighbors, may directly facilitate the development of positive relations with others and a greater sense of environmental mastery. Conversely, those with lower emotional intelligence might tend to experience more negative affective states and diminished psychological well-being, potentially struggling with community integration and personal goal attainment. The competencies of emotional intelligence could thus be fundamental to achieving several core dimensions of psychological well-being in a community setting. Consequently, the following hypothesis is proposed: H2. Emotional intelligence mediates the relationship between participation in group-based arts activities and community residents’ psychological well-being. Servant organizers and community residents’ psychological well-being Participation in arts activities is a powerful means of improving psychological well-being among community residents by fostering self-expression, social connection, and emotional fulfillment. In this context, servant organizers play a crucial role in enhancing these benefits through their unique organizational style. Specifically, servant organizers—characterized by its focus on prioritizing followers’ needs, growth, and well-being [ 45 , 46 ]—has been proven in organizational studies to have positive effects on various groups [ 25 , 47 ]. When applied to community-based arts activities such as painting workshops or music sessions, servant organizers create a supportive environment that promotes psychological well-being. Ryff [ 48 ] describes this as a state of positive functioning characterized by self-acceptance, mastery, and personal growth. This is achieved through organizers’ use of empathy, empowerment, and ethical stewardship to support residents’ core psychological needs outlined in self-determination theory: autonomy, relatedness, and competence [ 49 ]. For example, by offering flexible participation options, providing emotional support, and encouraging creative expression, servant organizers help reduce stress and boost residents’ life satisfaction [ 50 ]. Empirical evidence also indicates that servant organizers directly enhances well-being by reducing burnout and increasing engagement [ 51 ]. This effect extends to art settings, where organizers foster social bonds and personal growth. Additionally, through mechanisms such as hope and resilience [ 52 ], arts activities led by servant-oriented servant organizers directly enhance psychological well-being by aligning with the communal aspect of art events, thus fostering a sense of belonging and purpose [ 53 ]. Cross-cultural studies also confirm that servant-focused leadership styles are associated with higher well-being [ 54 , 55 ], underscoring how servant organizers structures create a supportive, inclusive environment that meets residents’ emotional and social needs. Consequently, this approach directly improves psychological well-being by fostering a unified and meaningful experience for community residents through participation in art. Consequently, the following hypothesis is proposed: H3. The servant organizers are significantly positively associated with community residents’ psychological well-being. The moderating role of servant organizers Participation in arts activities, such as painting, music, and theater, has been linked to improved psychological well-being through mechanisms including stress reduction, self-expression, and social connection [ 56 , 57 ]. However, the effectiveness of art participation may depend on contextual factors, including leadership styles. Servant organizers, which emphasize empowerment, emotional healing, and ethical behavior [ 58 ], can foster an environment that enhances the benefits of engaging in the arts. For example, when organizers demonstrate servant organizers—such as offering personalized support, nurturing a sense of community, and promoting autonomy—residents may experience greater meaning and involvement in arts activities, leading to stronger well-being outcomes [ 59 ]. This role is supported by theories such as the job demands-resources model, which posits that leadership acts as a resource that buffers stressors and boosts positive experiences [ 60 ]. In community art settings, servant organizers may strengthen the link between art participation and well-being by fostering psychological safety and inclusion, allowing residents to explore their creativity without fear of judgment. Research also shows that servant organizers promote trust and identification with leaders, thereby amplifying the emotional benefits of participation [ 61 ]. Furthermore, cross-cultural evidence suggests that the moderating effects of servant organizers are strong across different contexts, as they address universal psychological needs [ 51 ]. Therefore, organizers of arts activities who adopt a servant leadership approach are likely to strengthen the association between art participation and psychological well-being by creating a supportive environment that encourages engagement and reduces barriers [ 26 ]. Consequently, the following hypothesis is proposed: H4. Servant organizers play a moderating role in the relationship between participation in group-based arts activities and community residents’ psychological well-being. The literature review above develops a conceptual framework connecting group-based arts participation to psychological well-being through emotional intelligence, with servant organizers acting as both direct predictors and moderators. Additionally, previous research on individual behavior often focuses on individual-level factors while overlooking the cross-level effects of multi-level factors [ 62 ]. To analyze the relevant data, organizational-level variables are transformed into individual-level characteristics, and no multilevel analysis is performed [ 63 ]. Although this approach considers organizational variables, it reduces the explanatory power of the research theory [ 64 , 65 ]. Therefore, it is necessary to determine through appropriate methods and rigorous empirical analysis whether group differences can be ignored [ 65 ]. This model, where participants are nested within art groups, requires hierarchical linear modeling (HLM) to account for both between-group differences and within-group individual effects. Therefore, group-based arts activity participation, emotional intelligence, and psychological well-being are treated as individual-level variables, while servant organizers are considered as an organizational-level variable, constructing a multilevel framework. As shown in Fig. 1 . Fig. 1. Open in a new tab Hypothetical model Method Data collection This study collected data via questionnaires explicitly designed for it. The questionnaires are available at the following URL: 10.6084/m9.figshare.30889526.v1. Data collection took place from July 1 to September 27, 2025, with prior approval from the Human Research Ethics Committee of the School of Art and Design at Zhengzhou University of Aeronautics (Approval Number: EA-2025032; Approval Date: June 15, 2025). The questionnaires were divided into three sections: the first explained the purpose of the study, confidentiality measures, and informed consent; the second contained participants’ basic information; the third included measurement items for all variables. To minimize common method bias and prevent participants from guessing the hypotheses, items were presented in random order. This study selected 60 communities with active art projects from different regions of China to ensure geographic and economic diversity. Key criteria for community selection included the presence of organized artistic activities such as choirs, painting classes, square dancing, and more. The questionnaires were completed anonymously through both online and offline channels. Online data collection mainly used the Wenjuanxing platform, with links shared via community WeChat groups, social media, and networks of art activity organizers. Offline data collection involved distributing paper questionnaires at community centers, with the help of local art organizers. All participants who completed the questionnaire received small incentives, such as gifts or electronic discount coupons, to increase response rates. All participants provided either electronic or written informed consent after being informed about the voluntary nature of the study and data policies. This study selected 60 communities with active art projects from different regions of China to ensure geographic and economic diversity. Key criteria for community selection included the presence of organized artistic activities such as choirs, painting classes, square dancing, and more. The questionnaires were completed anonymously through both online and offline channels. Online data collection mainly used the Wenjuanxing platform, with links shared via community WeChat groups, social media, and networks of art activity organizers. Offline data collection involved distributing paper questionnaires at community centers with the help of local art organizers. All participants who completed the questionnaire received small incentives, such as gifts or electronic discount coupons, to increase response rates. All participants provided either electronic or written informed consent after being informed about the voluntary nature of the study and data policies. This study distributed 1,100 questionnaires across 60 communities and received 914 responses. Subsequently, regarding the collected questionnaires and consistent with practices in existing relevant literature [ 65 , 66 ], this study adopted the following questionnaire screening process: First, responses with a straight-line answering pattern, excessive missing values, or that did not pass attention check questions were eliminated. Next, to ensure the reliability of aggregating servant organizers’ scores at the community level, a group-level validity criterion was applied: only communities with at least 5 valid questionnaires remaining were included in the final analysis; communities with fewer than 5 valid questionnaires were excluded entirely. After applying these standards, data from 54 communities were retained (23 in the eastern region, 17 in the central region, and 14 in the western region), resulting in a final valid sample of 782 residents, with each community having more than 5 valid responses, meeting the sample size requirements for multilevel analysis using HLM [ 67 ]. The demographic characteristics of the final participants are summarized in Table 1 . The average age was 41.8 years (standard deviation = 11.9), with a balanced gender distribution (53% female, 47% male). Regarding educational attainment, 38% had a high school diploma or below, 42% had a bachelor’s degree, and 20% had a postgraduate degree. The average self-reported duration of participation in arts activities was 2.9 years (SD = 2.4), indicating relatively high engagement. Table 1. Descriptive statistics of participants Characteristic Mean SD Category Sample Size Percentage Age (years) 41.8 11.9 18–30 203 26.00% 31–50 320 40.90% 51–70 203 26.00% > 70 56 7.10% Education - - High school or below 297 38.00% Bachelor’s degree 328 42.00% Postgraduate 157 20.00% Participation Duration (years) 2.9 2.4 < 1 172 22.00% 1–3 320 40.90% > 3 290 37.10% Open in a new tab Measurement of the variables Group-based arts activity participation was assessed using a scale developed by Kaya & Mathieu [ 68 ] that focuses on three aspects: frequency of participation, willingness, and enthusiasm. A representative item is: “In the past 12 months, how often have you participated in arts activities organized by your community (such as square dancing and choir)?” The seven options from “never participated” to “multiple times a week” represent a gradual increase in participation frequency. Emotional intelligence was assessed using a scale developed by Wong and Law [ 69 ]. The measure includes four correlated subscales, each with 4 items: Self-Emotion Appraisal, Others’ Emotion Appraisal, Use of Emotion, and Regulation of Emotion. Sample items include “I have a good sense of why I have certain feelings most of the time”, “I can usually tell how my friends are feeling from their behavior”, “I always set goals for myself and then try my best to achieve them”, and “I have reasonable control of my own emotions”. To assess the servant organizers, this study adapted Liden et al. [ 70 ]’s findings into 7 items, with the key item being “The community group-based arts activity organizer emphasizes the importance of giving back to the community.” Psychological well-being was assessed using an 18-item scale developed by Ryff [ 48 ]. It includes six core dimensions: Autonomy, Environmental Mastery, Personal Growth, Positive Relations with Others, Purpose in Life, and Self-Acceptance. Sample items include “I can resist peer pressure and stick to my own opinions,” “I successfully cope with life’s challenges,’ ‘I am open to new ideas and experiences,” “I have warm, trusting relationships with others,” “My life has long-term goals and meaning,” and “I am satisfied with my life.” All items employed a 7-point Likert scale, with response options ranging from 1 (Strongly Disagree) to 7 (Strongly Agree). Control variables: This study chose gender, age, education, and participation duration as control variables. Analysis tools This study primarily uses data analysis tools, including Mplus 8.0 and HLM 7.04, to examine the internal mechanisms linking participation in group-based arts activities with community residents’ psychological well-being. Sample common method bias test To address potential common method bias, multiple safeguards were implemented during the data collection and analysis phases. Procedurally, the survey design included respondent anonymity and counterbalanced item sequences. Statistically, Harman’s single-factor test was performed, showing that the largest factor accounted for 38.47% of the variance, which is below the 50% threshold [ 71 ], indicating that common method bias was not a significant issue. Additionally, a latent common method factor analysis was conducted. The results showed a noticeable improvement in model fit after accounting for the method factor, evidenced by a reduction in RMSEA (0.02) and SRMR (0.01), and an increase in CFI (0.03) and NFI (0.02). These results collectively suggest that common method variance was effectively controlled in this study. Results Reliability and validity All variable measurement items have factor loadings above 0.66. Additionally, as shown in Table 2 , CR values range from 0.82 to 0.89, and AVE values are above 0.53, indicating strong reliability and convergent validity. Table 2 also demonstrates that the square root of AVE exceeds inter-variable correlations, confirming good discriminant validity. Table 2. Results of CFA and reliability and validity testing Dim Mean SD CR AVE GAP EI SO PWB GAP 3.85 1.24 0.83 0.62 0.79 EI 4.28 1.05 0.82 0.53 0.45 0.73 SO 4.15 1.12 0.89 0.53 0.31 0.33 0.73 PWB 4.62 0.98 0.88 0.55 0.38 0.42 0.29 0.74 Open in a new tab GAP group-based arts activity participation, EI emotional intelligence, SO servant organizers, PWB psychological well-being. The same below ***= p < .001, ** = p < .01, * = p < .05, the same below The bold font represents the square root value of AVE, while the lower triangle displays the Pearson correlation coefficient Model fit As shown in Table 3 , the four-factor model exhibits superior fit, with all indices meeting excellent standards. It significantly surpasses all alternative models, confirming its suitability for this study. Table 3. Results of comparisons with alternative models Model Factor χ 2 /df CFI TLI RMSEA SRMR Single-Factor Model GAP + EI + SO + PWB 5.18 0.53 0.51 0.15 0.13 Two-Factor Model GAP + EI + PWB, SO 4.75 0.68 0.67 0.13 0.12 Three-Factor Model GAP, PWB + EI, SO 3.41 0.84 0.83 0.11 0.09 Four-Factor Model GAP, EI, SO, PWB 2.89 0.93 0.92 0.07 0.06 Open in a new tab Basic characteristic test In this research, the servant organizers is regarded as a shared construct. The average value of servant organizers is 0.83, indicating that it meets the relevant standards [ 72 ]. Hypothesis testing Null model The following describes the models. The results show that the within-group component ( σ 2 ) is 0.57, the between-group component ( τ 00 ) is 0.15, and ICC1 is 0.21. According to Cohen’s [ 73 ] standards, an ICC1 of 0.21 indicates a high correlation. This suggests that group differences are significant and a general regression model is not appropriate for analysis. Random coefficients regression model The models are presented below, and the results in Table 4 verify H1. σ 2 is 0.44, a decrease of 0.13, and the ES (Effect Sizes) is 0.23. Table 4. Results of the random coefficients regression model Effect SE Approx. T-ratio p Hypothesis (Y/ N ) γ 10 0.14 0.04 3.38 *** γ 20 0.17 0.05 3.61 *** γ 31 0.04 0.02 2.05 * γ 41 0.06 0.03 2.18 * γ 51 0.04 0.03 1.39 - γ 61 0.05 0.02 2.41 * Open in a new tab Direct and indirect effects Table 5 shows that the total effect of group-based arts activity participation on psychological well-being is 0.22, with a direct effect of 0.13 and an indirect effect (GAP-> EI-> PWB) of 0.08. After 5,000 bootstrap iterations, the 95% confidence interval for the indirect effect excludes 0, supporting H2. Table 5. Test of mediating effect Coefficients 95% CI Hypothesis Est SE Est/SE p Lower 2.5% Upper 2.5% (Y/ N ) Total 0.22 0.05 4.43 *** 0.12 0.31 Dir 0.13 0.04 3.27 *** 0.05 0.21 Ind: GAP-> EI-> PWB 0.08 0.03 2.78 ** 0.02 0.14 H2(Y) Open in a new tab Intercepts as outcomes model The models are presented below, and Table 6 presents the results, which verify H3. Meanwhile, τ 00 is 0.12, a decrease of 0.03, and the ES (Effect Sizes) is 0.20. Table 6. Results of intercepts as outcomes model Effect Standard Coefficient Error Approx. T-ratio p Hypothesis (Y/N) γ 01 0.11 0.03 3.85 *** H3 (Y) Open in a new tab Slope as outcomes model The following presents the models, and the results in Table 7 confirm Hypothesis 4. Figure 2 illustrates the moderating influence of servant organizers. In this figure, the slope associated with a high level of servant organizers is steeper than that of a low level. This finding suggests that the greater the servant-mindedness of art activity team organizers, the more pronounced the positive correlation between participation in group-based arts activities and community residents’ psychological well-being. Table 7. Results of slope as outcomes model Effect SE Approx. T-ratio p Hypothesis (Y/ N ) γ 01 0.10 0.03 3.37 *** γ 10 0.13 0.04 3.29 *** γ 11 0.07 0.03 2.31 * H4 (Y) γ 20 0.15 0.05 3.42 *** γ 31 0.04 0.02 2.02 * γ 41 0.06 0.03 2.11 * γ 51 0.04 0.03 1.27 - γ 61 0.05 0.02 2.37 * Open in a new tab Fig. 2. Open in a new tab The moderating effect of Servant Organizers (SO) Discussion This study is based on Bandura’s [ 21 ] SCT, whose core ‘triadic reciprocal determinism’ suggests that individuals (P), behaviors (B), and the environment (E) are in continuous, dynamic mutual influence. The four key findings of this study provide evidence for the operational mechanisms of this theory in the field of community-based arts activity participation. First, the positive association between participation in group-based arts activities and psychological well-being (H1) reflects the pathway from ‘behavior (B)’ to ‘individual (P)’. According to SCT, behavior is not only an outward expression of psychological processes but may also shape cognition and emotion. As a specific ‘behavior,’ collective arts activities provide mastery experiences—such as completing a painting or a performance—that are associated with enhanced self-efficacy, a core dimension of psychological well-being [ 74 ]. At the same time, the process of artistic creation and expression itself could facilitate emotional release and cognitive restructuring, potentially boosting positive emotions and a sense of life meaning [ 75 ], thereby highlighting the role of behavior in relation to an individual’s internal state. Secondly, the mediating role of emotional intelligence (H2) reveals a pathway in which the ‘individual’ factor links ‘behavior’ and ‘outcomes.’ SCT proposes that mastery experiences and vicarious learning in rich environments contribute to self-efficacy and skill development [ 21 ]. Group-based arts activities offer a structured setting for this kind of learning, especially in the emotional domain. Participation introduces individuals to various emotional stimuli, including interpreting artistic expressions, working with others, and receiving feedback. Through repeated engagement, individuals may develop skills to recognize subtle emotions in artwork, manage frustration during creative blocks, and empathize with peers’ perspectives. This experiential learning could enhance the core aspects of emotional intelligence: perceiving, using, understanding, and managing emotions [ 76 ]. The emotional intelligence gained might then serve as a personal resource. Drawing on the Broaden-and-Build Theory [ 75 ], improved emotional skills are linked to expanded thought-action repertoires—supporting better stress management, richer social bonds, and a greater appreciation of positive experiences within and outside of arts activities. These resources may contribute to long-term psychological well-being. Therefore, the mediating effect indicates that behavioral engagement (participation in group-based arts activities) is associated with increased personal capacity (enhanced emotional intelligence), which, in turn, relates to enhanced overall functioning (psychological well-being). This illustrates the social-cognitive pathway: ‘behavior → personal cognition → personal outcome’. Once again, the association between servant organizers and psychological well-being (H3) illustrates the potential influence of the ‘environment (E)’ on the ‘individual (P)’. In SCT, the environment encompasses not only physical settings but also social and symbolic contexts. Servant organizers create social contexts that are inclusive and empowering, emphasizing ethical care, which are considered critical environmental elements. Such environments may enhance participants’ self-efficacy and sense of value by providing social persuasion and positive emotional support [ 53 ]. The trust, safety, and mutual support fostered by organizers’ collective atmosphere could satisfy individuals’ needs for belonging and relationships, which are fundamental to psychological well-being [ 49 ]. This demonstrates the role of environmental factors in personal development outcomes. Finally, the moderating role of servant organizers (H4) exemplifies how the ‘environment (E)’ and ‘behavior (B)’ jointly relate to the ‘individual (P)’ in the triadic interaction model. This finding suggests that the positive relationship between group-based arts activity participation (behavior) and well-being (individual) may vary depending on the quality of the social environment. When organizers possess servant organizer qualities, they might amplify the potential of arts activities: they could reinforce behavioral engagement through personalized support, reduce behavioral risks by creating a psychologically safe environment, and enhance the value of behavior by imparting meaning [ 25 ]. Essentially, this may optimize the conditions for ‘behavior’ to occur, potentially strengthening its positive associations with individuals’ cognition and emotions. Conversely, in environments lacking support, the same artistic behaviors may not show equivalent psychological benefits. This moderating effect illustrates how the environment and behavior interact with personal outcomes. Theoretical contribution First, this study extends SCT by applying it to community public health, specifically within the context of group-based arts activities. It validates a model integrating individual (emotional intelligence), behavioral (arts participation), and environmental (servant organizers) factors to explain psychological well-being, demonstrating SCT’s utility in non-clinical community settings and addressing calls for positive, community-focused pathways to promote psychological well-being [ 5 , 6 ]. Second, the research elucidates the psychological mechanism by which arts activities enhance well-being, identifying emotional intelligence as a key mediator. This finding bridges the ‘activity participation’ perspective with the ‘positive trait development’ perspective, revealing that arts activities foster well-being not only through social support [ 16 ] but also by cultivating participants’ intrinsic capacity to process emotional information, thereby offering a refined theoretical basis for designing targeted community arts interventions. Finally, the study makes a significant methodological contribution. It addresses the common oversight of treating leadership styles solely as individual-level variables by empirically demonstrating, through Hierarchical Linear Modeling (HLM), that servant organizers function as a shared group-level resource that moderates the relationship between individual participation and well-being [ 26 , 51 , 77 ]. This underscores the importance of considering nested data structures and employing multilevel analyses in community intervention research to obtain accurate estimates and confirms leadership as a critical environmental resource in community settings [ 11 ]. Practical implications To enhance psychological well-being through group-based arts activities, communities should implement targeted strategies that focus on participation, emotional intelligence, servant leadership, and organizational efficiency. First, expanding participation in group-based arts activities requires proactive planning of diverse options, such as painting workshops and music sessions, tailored to residents’ interests. Promote details across multiple channels, such as social media and community boards, and reduce barriers by offering free or low-cost access and inclusive design for all ages and abilities. This fosters broader engagement and directly supports psychological well-being. Second, integrating emotional intelligence training is essential. Invite professionals to run workshops on emotion recognition, regulation, and interpersonal skills. Incorporate practical exercises, such as role-playing and collaborative tasks, into artistic activities to practice emotion management. Establish support groups for experience-sharing, leveraging emotional intelligence to deepen engagement and improve psychological well-being. Third, cultivating servant organizers is crucial for quality implementation. Select passionate individuals based on clear criteria and provide training in event planning, communication, and servant leadership. Use incentives, such as awards and regular feedback, to ensure activities meet residents’ needs, thereby directly boosting psychological well-being. Finally, optimize the organizational model by defining clear roles, fostering collaboration among servant organizers, staff, and volunteers, and implementing a continuous feedback system to assess and improve activities. This enhances efficiency, increases satisfaction, and sustains psychological well-being benefits. Limitations and future directions The limitations of this study are mainly reflected in two aspects. First, the cross-sectional data design restricts the certainty of causal inference. Although the model aligns with theoretical expectations, the dynamic relationships among participation in group-based arts activities, emotional intelligence, and well-being remain to be tested through longitudinal studies, such as by examining how participation in group-based arts activities influences the developmental trajectory of emotional intelligence over time and thereby predicts changes in well-being. Second, the study findings are based on a Chinese community sample, and the cross-cultural generalizability of the conclusions remains to be verified. China’s collectivist cultural background and its compatibility with servant-oriented leadership may have strengthened the organizational mechanisms. Future research could conduct cross-cultural comparisons in individualistic cultural contexts to test the boundary conditions of the theoretical model and the moderating effects of culture, thereby enhancing the theory’s external validity and practical value. Conclusions This study is grounded in SCT. It employs empirical analysis to elucidate the mechanisms by which participation in group-based arts activities influences the psychological well-being of community residents. The research finds that participation in group-based arts activities not only directly enhances psychological well-being but also indirectly affects it through the mediating role of emotional intelligence. Additionally, servant organizers play a dual role in this process by directly promoting participation and moderating the relationship between participation in group-based arts activities and happiness. This ‘individual—behavior—environment’ triadic interaction model confirms the multidimensional value of arts activities in promoting community psychological well-being and provides valuable insights for designing more effective, resident-welfare-oriented community arts interventions. Supplementary Information Supplementary Material 1. (25.1KB, docx) Acknowledgements Not applicable. Authors’ contributions Yibei Ran led the design of the questionnaire, data collection, and manuscript preparation. Meanwhile, Yunxi Feng was responsible for developing the research framework and managing the data. Funding This study received no funding. Data availability Available from the corresponding author upon reasonable request. Declarations Ethics approval and consent to participate This study was reviewed and approved by the Ethics Committee of the Human Research Ethics Committee of the School of Art and Design at Zhengzhou University of Aeronautics (Approval Number: EA-2025032; Approval Date: June 15, 2025). The review confirmed that the study employed anonymized interview data, safeguarded participants from harm, and did not involve experiments on humans or the use of human tissue samples. Additionally, the study did not encroach upon sensitive personal information or commercial interests. 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