

































Fiber arts have been shown to have positive e!ects on mental health and are utilized in di!erent types of therapies 
with di!erent populations. In the current study, a survey was created and distributed on Facebook via snowball 
sampling to explore the di!erent levels or types of mental health bene"ts that may exist across a variety of factors. 
#e scales utilized within the survey were the Rosenburg Self-Esteem Scale, the Emotional Regulation Scale for 
Artistic and Creative Activities Scale, and the Subjective Happiness Scale. It was hypothesized that increased ability 
level, the reason why individuals cra$, group membership, and the type of cra$ would increase perceived mental 
health bene"ts; in addition, it was hypothesized that the age of the "ber artist would not have an impact. #ere were 
97 total participants. #e age of the participants was a potential moderating variable in the perceived mental health 
bene"ts across the factors, as the survey compared across age-groups and could not account for various life stage 
di!erences. Community membership increased self-happiness ratings, happiness and self-esteem both increased 
with experience level and frequency, amateurs utilized more emotional regulation strategies, needlework and stress-
relief as a reason for learning were correlated with poor self-esteem, and quilting and sewing were correlated with 
higher emotional regulation. #e present study added to literature by addressing the mental health bene"ts of "ber 
arts and suggesting future uses in art therapy. 

Keywords: Fiber Art, Mental Health, Happiness, Self-Esteem, Emotional Regulation, Art !erapy, Psychology

Aisthesis      Volume 14,  202377

!e E"ects of Fiber Arts on Mental Health: Happiness, Self-
Esteem, and Emotional Regulation

by Greta Hermann 

 Arts and cra$s have long had a connection to 
mental health and emotional wellbeing (Fancourt et 
al., 2019, 2020). Arts and cra$s are broadly de"ned 
as “any visual art or cra$ practices which aim to 
produce tangible items regardless of the level of 
expertise” (Liddle et al., 2013). One speci"c genre 
of cra$ is "ber arts, or cra$s that are made using 
"ber as the main medium. Some research has been 
conducted investigating the bene"ts of particular 
types of "ber arts on mental health, or with general 
arts and di!erent age groups, but there is a lack of 
empirical investigations examining the interaction 
between various arts and demographic factors (e.g., 
age) and their combined e!ects on mental health. 

Types of Fiber Arts 
 As stated, there are a variety of speci"c cra$s that 
fall under the larger umbrella of "ber arts. Discussed 
in this paper are crocheting, knitting, quilting/
sewing, and needlework/ cross-stitch. Crochet 
utilizes yarn, and one hook to interlock loops of yarn 
and create a textile. Textiles can be made with various 
types, colors, and sizes of natural and synthetic "bers, 
and di!erent techniques can be used to create an 

array of visual e!ects in the "nished textile. Crochet 
contrasts with knitting, which, while still using yarn, 
uses two needles or a machine to weave a fabric. 
Quilting and sewing both involve either a small 
needle and thread, or a machine to connect materials 
to create a larger or di!erent fabric. Needlework and 
cross-stitch also use small needles and thread but 
use small stitches to create visual e!ects on a fabric. 
Fiber arts are understood as both domestic tasks 
and something that is primarily undertaken by older 
generations (Burns & Van Der Meer, 2021), meaning 
that they are primarily done by women, and, until 
recently, older women. #e traditional role of "ber 
arts is changing due to a growing media presence of 
di!erent "ber arts (Burns & Van Der Meer, 2021), 
and more young women are starting "ber arts for a 
variety of reasons, including romanticization of the 
cra$s, self-su%ciency, and feeling connected to the 
older generations (Riley et al., 2013). 

Mental Health Markers 
 #ere are many instruments and techniques 
used to quantify and measure the e!ects and bene"ts 
of di!erent activities on mental health. Mental 



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Aisthesis      Volume 14,  202378

wellbeing is de"ned broadly as a “state of wellbeing 
in which the individual realizes his or her own 
abilities, can cope with the normal stresses of life, 
can work productively and fruitfully, and is able 
to make a contribution to his or her community” 
(Burns & Van Der Meer, 2021), and includes general 
happiness and positive emotional states (Lamont 
& Ranaweera, 2020). #ere are many theories as to 
why all arts in&uence mental health, one being that 
there is a level of cortical arousal that the brain can 
experience as pleasure throughout the art-making 
process (Liddle et al., 2013). Others theorize that 
arts and cra$s can increase wellbeing by promoting 
self-esteem, quality of life, and personal growth 
through cra$ participation (Kenning, 2015). Self-
esteem involves an individual’s attitudes regarding 
themselves though self-acceptance and self-respect 
(Ching-Teng et al., 2019), and their ability to 
respond to daily life stressors and di%culties (Hartz 
& #ick, 2005). Low self-esteem is correlated with 
higher levels of depression and suicidal ideation, and 
higher self-esteem is correlated with feeling worthy 
of happiness (Hartz & #ick, 2005). Emotional 
regulation techniques can be built through arts 
and cra$s activities (Fancourt et al., 2019; Fancourt 
et al., 2022). #e ability to regulate one’s emotions 
is connected to overall happiness and wellbeing, 
helping individuals to manage emotions and adapt 
to daily life stressors (Fancourt et al., 2019; Fancourt 
et al.; 2022). #ere are three main types of regulatory 
strategies that are most o$en used in arts: 1) 
avoidance strategies (e.g., detachment, distraction, 
and emotional suppression), 2) approach strategies 
(e.g., acceptance and problem-solving), and 3) self-
development strategies (e.g., improved agency, self-
esteem, and self-identity) (Fancourt et al., 2019). 

Art !erapy
 Art has a well-known connection with 
improvements in mental health. #ere are a variety 
of therapies, o$en in group formats, that utilize 
di!erent artistic media, such as clay, paper, line 
work, colors, pictures, and symbols to increase 
levels of self-awareness and self-esteem, as well 
as develop other skills through the group format. 
(Ching-Teng et al., 2019). To my knowledge, "ber 
arts have not been explored as a potential art type 
for these treatments but could provide an e!ective 
cra$ for art therapies. Knitting has been shown to 
have therapeutic e!ects, as a natural side e!ect of 

the knitting process is a calm, meditative-like state, 
achieved through the repetitive movement (Corkhill 
et al., 2014). #e automatic movement of knitting 
and other "ber arts can help those who struggle 
with meditative mindsets to more e!ectively do so 
(Corkhill et al., 2014; Hartz & #ick, 2005). A study 
by Hartz & #ick (2005) noted that the choice of 
color, shapes, and patterns all emphasize technique 
and the participants’ own successes in their artistic 
choices. Within this therapeutic format, highlighting 
the e!ectiveness of artistic choice is crucial to 
achievement. Fiber arts, because of the potential for 
individual choice through self-identifying "ber art 
format, yarn type, colors, and patterns, would be an 
e!ective outlet for art therapy. 

Age, Ability, Cra# Type, Group Membership, and 
Reason for Cra#ing on Mental Health
 #e current study examined a variety of factors 
to determine whether these factors had an impact 
on mental health to provide support for current 
"ndings about "ber arts and mental health, as well as 
to "nd further correlations. #e age of the "ber artist 
is hypothesized to have no impact on the perceived 
mental health bene"t. Additionally, a hypothesis 
was made that ability level (i.e., experience with a 
given "ber art) and group membership, throughout 
both the process of learning and performing, will 
have an impact on mental health. #e speci"c cra$ 
type and the reasons why an individual cra$s were 
also hypothesized to have impacts on the perceived 
mental health bene"ts. 
 Di!erent studies have investigated individual 
age groups and the e!ects of arts on mental health. 
#e "ndings of one study revealed that in elderly 
individuals, arts promoted overall health, helped with 
issues of social isolation, and allowed participants 
to feel useful, creative, and capable (Liddle et al., 
2013), while another study found that their self-
esteem, self-con"dence, and self-achievement were 
all increased, and rates of depression were decreased 
(Ching-Teng et al., 2019). #ese e!ects are also 
observed in a di!erent study exploring the bene"ts 
of art therapy on teens, as they experienced reduced 
stress, heightened creativity, and higher self-esteem 
(Björling et al., 2019). Another study examined 
these therapies’ e!ects on young children, and found 
increased calm, focus, and social skills (Coholic & 
Eys, 2016). #ese similar e!ects across age led to the 
hypothesis that age will not a!ect mental health. 



!e E"ects of Fiber Arts on Mental Health

Aisthesis      Volume 14,  202379

 Ability level in cra$ing and time cra$ing is 
hypothesized to a!ect the speci"c mental health 
bene"ts and levels of the bene"ts. In one study, 
frequent knitting was correlated with higher levels of 
bene"ts, as well as perceived self-happiness and sense 
of calm (Kenning, 2015). Lamont and Ranaweera 
(2020) reported that amateur knitters experienced 
increased levels of frustration and annoyance due to 
their ability and mistakes. A strong balance between 
the perceived level of challenge and the ability level 
was identi"ed as increasing sense of control and 
less frustration (Adey, 2018). #e ability to choose 
a project with a su%cient challenge level increases 
with the ability level of the cra$er, suggesting that 
more advanced cra$ers will feel a greater sense of 
control and less frustration. However, most "ber arts 
are relatively easy to learn, and the level of di%cultly 
is highly personal and variable to the choices a cra$er 
makes (Adey, 2018; Corkhill et al., 2014), which 
could suggest that the speci"c types of mental health 
bene"ts identi"ed could change with skill level, as 
opposed to the number of bene"ts. In addition to 
the positive bene"t relating experience and mental 
health, one study found that frequency of cra$ing 
and overall experience level increased the amount of 
emotional regulation strategies used, and that self-
development strategies are used more by amateurs 
(Fancourt et al., 2020).
 #ere is a large variety of "ber arts that 
individuals can participate in. One study found that 
in a comparison between knitting and crocheting, 
those who crochet experienced more bene"ts in 
creativity and accomplishment, while more knitters 
experienced increased relaxation (Burns & Van 
Der Meer, 2021). Quilting and knitting are both 
correlated with relaxation, stress relief, creativity, 
happiness levels, and higher levels of cognitive 
functioning (Lamont & Ranaweera, 2020). #ese 
"ndings led to the hypothesis that direct comparison 
of mental health bene"ts across a variety of cra$ 
types will result in di!erent levels of and types of 
mental health bene"ts. 
 Individual reasons for cra$ing could in&uence the 
type of bene"ts and number of bene"ts experienced. 
#roughout the literature, there are many di!erent 
motivations for cra$ing, including stress-relief 
(Adey, 2018; Björling et al., 2019; Corkhill et al., 2014; 
Kenning, 2015; Lamont & Ranaweera, 2020; Riley et 
al., 2013), social bene"ts and community (Björling 

et al., 2019; Burns & Van Der Meer, 2021; Corkhill 
et al., 2014; Hartz & #ick, 2005; Jou et al., 2021; 
Kenning, 2015;  Lamont & Ranaweera, 2020; Riley 
et al., 2013), family connection (Riley et al., 2013), 
and practical skills and the end-product (Adey, 
2018; Corkhill et al., 2014; Kenning, 2015; Riley et 
al., 2013). Learning from others, learning new skills, 
and exploring the relationship between product 
and process (i.e., achieving the "nal product a$er 
struggling with the pattern, or getting complimented 
on something hand-created) can increase feelings 
of pride (Kenning, 2015). Stress relief, as a reason 
for learning, is a clear mental health bene"t within 
itself (Adey, 2018; Björling et al., 2019; Corkhill et 
al., 2014; Riley et al., 2013). Di!erent reasons for 
cra$ing should have an e!ect of both the types of 
regulatory strategies used as well as the amounts. 
 Whether or not the "ber artist is in a group 
for their cra$ should also in&uence the perceived 
bene"ts. Reported bene"ts of group participation 
in multiple studies were found to be lower levels 
of loneliness, higher levels of happiness, increased 
amounts of friends, and increased self-esteem (Adey, 
2018; Björling et al., 2019; Burns & Van Der Meer, 
2021; Corkhill et al., 2014; Hartz & #ick, 2005; Jou 
et al., 2021; Kenning, 2015; Lamont & Ranaweera, 
2020; Riley et al., 2013). 

Method
Study design
 #e study was created using Google forms and 
compiled a set of demographic questions, social/
group factors/bene"ts, individual factors/bene"ts, 
why the individual began the cra$, an open-ended 
opinion box, as well as the time spent cra$ing per 
week and years that they have been cra$ing. #e 
survey tool also utilized the Rosenburg Self-Esteem 
Scale (RSE) (Rosenburg, 1979), the Emotional 
Regulation Scale for Artistic and Creative Activities 
Scale (ERS-ACA) (Fancourt et al., 2019), and the 
Subjective Happiness Scale (SHS) (Lyubomirsky & 
Lepper, 1999). 
 #e survey was distributed utilizing snowball 
sampling online. Cra$ing groups and individuals 
were asked to participate through Facebook and 
email and asked to share the survey. #e survey was 
made live in June of 2022, and closed in October of 
2022, running for approximately "ve months. 



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Aisthesis      Volume 14,  202380

Survey Instrument
 #ree pre-established full instruments were 
included in the survey: the Rosenburg Self-Esteem 
Scale (Rosenburg, 1979), the ERS-ACA (Fancourt 
et al., 2019), and the Subjective Happiness Scale 
(Lyubomirsky & Lepper, 1999). #e Rosenburg Self-
Esteem Scale is a 10-item scale and was used with 
a wide, general population to measure self-esteem; 
participants answer on a 1-4 scale, from strongly 
agree (1) to strongly disagree (4) (Rosenburg, 1979). 
#e Subjective Happiness Scale is a 4-item scale 
that explored happiness in comparison to others, 
internally, and whether they relate to statements 
concerning happiness and contentment, in which 
participants answer on a 1-7 scale (Lyubomirsky & 
Lepper, 1999). #e last scale used was the ERS-ACA 
(Fancourt et al., 2019). #e ERS-ACA is 18 questions 
long and investigates strategies used in emotional 
regulation while cra$ing and calculates an overall 
score as well as scores on three sub-scales: avoidance, 
approach strategies, and self-development strategies 
(Fancourt et al., 2019).

Results
Study Participants

'

Age E"ects
 #ere were some e!ects between age and 
community participation; 15.5% of those in the 40-
51 age range and 16.5% of those in the 52-63 age 
range responded that they were in a community or 
learned because of some communal in&uence. #e 
communal e!ects were also found in the "ber art type, 
as 21.7% of those who crochet were in a community 
or learned because of some communal in&uence, 
18.6% of those who knit were in a community or 
learned because of some communal in&uence, and 
52.6%, or the majority of the respondents, were in a 
community or learned because of some communal 
in&uence. 
 #ere were also some e!ects between age and 
"ber art type. In the 16-27 age range, 50.0% did 
needlework/cross-stitch, and 27.8% crocheted, as 
opposed to only 6.5% who responded with knitting 
as their primary cra$. #ose in the older age group 
reported higher levels of knitting, 38.7% for those 
aged 40-51, and 35.5% for those aged 52-63. #ose 
who were 64+ preferred quilting and sewing (25.5%). 

E"ects by Reason to Learn
 #ere were no statistically signi"cant correlations 
between self-identi"ed group membership and 
mental health bene"ts. However, there was a main 
e!ect of reasons for learning, such that self-happiness 
scores were higher for community when compared 
to the other reasons to learn. Follow-up t-tests 
revealed a signi"cant di!erence in self-happiness 
scores between community as a reason to learn and 
the other reasons to learn [t(91)=2.39, p=.02]. #ere 
was also a main e!ect of reasons for learning, such 
that self-happiness scores were lower for stress-relief 
than the other reasons to learn. Follow-up t-tests 
revealed a signi"cant di!erence between stress-relief 
as a reason for learning and the other reasons to 
learn [t(90)=2.72, p=.008]. 

Experience E"ects
 #ere was also a primary e!ect of total years 
cra$ing and hours/week cra$ing such that self-
happiness scores were higher for those who cra$ed 



!e E"ects of Fiber Arts on Mental Health

Aisthesis      Volume 14,  202381

for greater than ten years, lower for those who had 
cra$ed for less than one year, and higher for those 
who cra$ed for greater than 4 hours/week when 
compared to other hours/week and total years 
cra$ing categories. Follow-up t-tests showed a 
signi"cant di!erence between cra$ing for greater 
than ten years and cra$ing for less than ten years 
[t(95)=3.03, p=.003], less than 1 year and greater 
than one year [t(95)=2.79, p=.006], and greater 
than 4 hours/week and less than four hours/week 
[t(94)=2.21, p=.03].
 Similar trends were identi"ed with self-esteem. 
#ere was a main e!ect of total years cra$ing and 
hours/week cra$ing, such that self-esteem ratings 
were higher for those who cra$ed for greater than 
ten years, lower for those who had cra$ed for less 
than one year, and higher for those who cra$ed for 
greater than 4 hours/week. Follow-up t-tests showed 
a signi"cant di!erence between cra$ing for greater 
than ten years and cra$ing for less than ten years 
[t(94)=2.50, p=.01], less than 1 year and greater 
than one year [t(94)=3.35, p=.001], and greater 
than 4 hours/week and less than four hours/week 
[t(93)=2.80, p=.006].  
 In addition to these relationships, there was a 
main e!ect of total years cra$ing and hours/week 
cra$ing, such that ERS self-development strategy 
sub-scores were higher for those who cra$ed for 
less than an hour/week and lower for those who had 
been cra$ing for 1-5 years, as opposed to greater 
than an hour/week and less than one or greater than 
5 years, respectively. Follow-up t-tests showed that 
there was a signi"cant di!erence between cra$ing 
for less than an hour a week and more than an hour 
a week [t(94)=2.06, p=.04], and between cra$ing for 
1-5 years and less than one or greater than 5 years 
[t(95)=2.19, p=.03].

E"ect of Fiber Art Type
 #ere was a main e!ect of "ber art, such that 
self-esteem ratings were lower for needlework/
cross-stitch than the other cra$ types. Follow-up 
t-tests resulted in a signi"cant di!erence between 
needlework/cross-stitch and the other cra$ing 
types [t(94)=2.35, p=.02]. #ere were also primary 
e!ects of "ber arts, such that the general Emotional 
Regulation Scale (ERS) score and self-development 
sub-score were higher for quilting/sewing and 

lower for needlework and crochet. Follow-up t-tests 
resulted in a signi"cant di!erence between quilting 
and the other art types for both general score and 
self-development sub-score [t(95)=2.44, p=.02; 
t(95)=2.15, p=.03]. A main e!ect of quilting was also 
found, such that the approach strategy sub-score was 
higher for quilting/sewing than the other "ber arts. 
Follow-up t-tests revealed a signi"cant di!erence 
between quilting and the other "ber arts on approach 
strategies [t(95)=2.07, p=.04]. 

Discussion
 Overall, the current study con"rmed and added 
to the body of data supporting the hypothesis that 
there are signi"cant bene"ts between all facets of 
"ber arts on mental health. More speci"cally, the 
present study added strongly to the "ndings of 
others (Adey, 2018; Corkhill et al., 2014; Fancourt 
et al., 2020; Kenning, 2015; Lamont & Ranaweera, 
2020) that ability level has a clear impact on the 
bene"t. #e present study found that the frequency 
of cra$ing was important in self-esteem and in 
happiness, as the correlations with those who 
cra$ed for more than 4 hours a week show. #ere 
was also a "nding that there were strong bene"ts for 
experienced cra$ers (10+ years) in happiness and 
self-esteem, and a negative relationship with cra$ing 
for less than a year and both happiness and self-
esteem. #ese "ndings and correlations establish 
further support for the hypothesis that ability level 
plays a role in mental health e!ects. #e hypothesis 
that ability level plays a role in mental health e!ects 
could be a!ected by the age of the participants in 
the study. Most of the 10+ years’ experience group 
were older than 40 (87.7%). #e happiness ratings 
and self-esteem ratings could have been because 
of their life experiences rather than the act of the 
"ber art—children, grandchildren, retirement, etc. 
#ose in the >4 hours/week (over 40--80.0%; under 
40--10.8%) also suggest that those who are over 40 
may have more time available during the week to 
spend on their cra$, which would a!ect the available 
bene"ts to them. In addition, those who have been 
cra$ing for less than a year were all between the 
ages of 16-27, and that age group is known to have a 
lower self-esteem and higher levels of stress (Björling 
et al., 2019; Hartz & #ick, 2005), and potentially 
happiness. 



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Aisthesis      Volume 14,  202382

 Increases in experience was not found to be 
signi"cantly correlated with increases in the use of 
self-regulation strategies, in contrast to research by 
Fancourt et al. (2019, 2021). However, there was a 
signi"cant "nding that amateurs were more likely to 
use self-regulation strategies than other groups, and 
a signi"cant correlation was found in the <1 hour/
week group. Fi$y percent of the less than one hour/
week group was in the 10+ years of experience group. 
#e connection between the less than one hour/
week group and the 10+ years’ experience group 
suggests that being an “amateur” has more to do with 
the frequency of cra$ing than the years cra$ing. #e 
"nding that being an “amateur” has more to do with 
the frequency of cra$ing than the years cra$ing 
would be interesting to replicate with a larger, 
more diverse participant pool. In addition to the 
“amateur” "nding, there was a negative correlation 
with self-development strategies in the 1-5 years 
cra$ing group. #e negative correlation between 
self-development strategies and the 1-5 years group 
may be signi"cant, as within the cra$ed for 1–5-year 
group, 61.5% were between 16-27. #e 16–27-year-
olds as the majority of the 1-5 group in this study 
may suggest that self-development strategies are 
more dependent on age than the cra$er’s experience. 
#e role of age in the development and use of self-
development emotional regulation strategies may 
warrant further exploration. In addition, there 
was also a negative relationship between learning 
for stress relief and self-esteem. #e negative 
relationship between learning for stress relief and 
self-esteem suggests that those who are learning to 
create a stress relief outlet for themselves are more 
likely to have a lower self-esteem.  #e relationship 
between low self-esteem and reasons why people 
learn to cra$ may be a result of outside factors, as 
opposed to related to the cra$; taking a self-esteem 
rating before and a$er a trial of learning a "ber art to 
see if there are di!erences would be interesting. 
 #roughout the mental health factors, there 
were interesting relationships with di!erent "ber 
arts. #ere was a negative relationship between self-
esteem and needlework/cross stitch, although the 
relationship could again be a result of the small sample 
size, as 50% of the needlework/cross stitch group was 
aged between 16-27, and the 16-27 age group has a 
low self-esteem (Björling et al., 2019, Hartz & #ick, 
2005). In addition, while all the di!erent "ber arts 

were associated with fairly high general scores and 
sub-scores (see table 3), quilting/sewing was shown 
to be correlated signi"cantly with a high general ERS 
score, approach sub-score, and self-development 
sub-score. #e "nding that quilting/sewing was 
associated with a high general ERS score, approach 
sub-score, and self-development sub-score added to 
the "ndings of Fancourt et al. (2019, 2021), as they 
did not compare across di!erent types of "ber arts 
in their initial study of the ERS-ACA scales or the 
follow-up. While the impact of quilting on ERS scores 
is an interesting "nding, more research needs to be 
done to determine whether some parts of quilting or 
sewing are associated with higher levels of emotional 
regulation, or whether the relationship was speci"c 
to the current study’s subset of participants. 

 Lastly, there was a positive relationship between 
happiness and belonging to a community. #e 
relationship between happiness and belonging to 
a community was an interesting "nding, as there 
were no signi"cant "ndings utilizing the actual 
question “Are you a member of a community for 
your "ber art?” However, when answers for “why 
you learned your "ber art” were recoded, there 
was a large communal theme, suggesting that if 
someone learned through a community, then they 
are indirectly part of a community, even if they are 
not currently active in a “real” "ber arts group. #e 
"ndings regarding the importance of the communal 
theme suggests that in future studies the question 
should be rewritten to including communal and 
familial in&uences in addition to “true” group 
membership, and that community can play a large 
role in happiness, especially within "ber arts. 

Limitations
 #ere were two main limitations of the current 
study. One of these was the sample size. #e sample 
size was limiting because of its e!ect on the sub-
groups. For example, the needlework/cross stitch 
sub-group (n=6), 64+ sub-group (n=12), and the 



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Aisthesis      Volume 14,  2023

non-female gender identities (see Table 1), were too 
small to draw some conclusions with a high degree 
of con"dence. Another limitation of this study was 
the sampling method. #e data was collected on 
Facebook, using snowball sampling methods and 
utilizing pre-existing groups of cra$ers. #e use of 
a snowball sampling method means that there could 
have been an overrepresentation of certain types 
of cra$s, age groups, or community membership, 
which could have in&uenced the data.

Future Directions
 One future direction is the implementation of 
"ber arts in art therapy. One study investigating a 
"ber arts group in Japan a$er an earthquake found 
improved mental health bene"ts because of long-
term participation in the group (Jou et al., 2021), 
which provides support for the idea that "ber 
arts could be an e!ective tool for art therapy. #e 
conclusion of improved bene"ts as a result of long-
term participation in the group found by Jou et al. 
(2021) agrees with the "ndings of the present study 
that longer term and frequent participation in "ber 
arts helps raise self-esteem and happiness. Fiber-arts 
have a self-soothing e!ect, and as such, could help 
those who struggle with social activities, especially 
in groups, to feel more comfortable (Corkhill et al., 
2014), which would also help in art therapy. #e 
self-soothing e!ects found by Corkhill et al. (2014) 
agrees with the "ndings of the current study about 
community and happiness. In addition, the "ndings 
of the present study observing relatively high 
scores for emotional regulation across all types of 
"ber arts shows a great versatility and variety that, 
in addition to choosing "ber art type, yarn type, 
colors, and patterns (Hartz & #ick, 2005), would 
be e!ective in art therapy. Future research should 
be completed to further investigate the potentially 
signi"cant relationship between "ber arts and art 
therapy. Research in the relationship between "ber 
arts and art therapy would allow for a potentially 
wider range of arts that could be utilized in art 
therapy. Another future application of the current 
research is the modi"cation of the survey tool used 
to explore di!erent arts, larger populations, and 
other surveying techniques. Utilizing the present 
research in other ways could create a better empirical 
understanding of the depth and variety in why 
people may choose speci"c "ber arts over others, 

the emotional pathways developed and impacted 
by "ber arts, or the relationships between "ber arts 
communities and well-being. 

References
Adey, K. L. (2018). Understanding why women knit: 

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