이 연구는 청소년의 문화예술활동이 공동체의식에 미치는 영향을 실증적으로 분석한 것이다. 이를 위해 한국청소년정책연구원이 실시한 한국 아동청소년 패널조사(2015)의 원시자료를 활용하여, 고등학교 2학년 1,921명(남학생 986명, 여학생 935명)을 연구대상으로 하였다. 청소년의 성장과 발달에 대한 생태학적 관점에 근거하여, 환경특성(부모관심도, 또래애착도, 교사친밀도, 학습적응도)이 공동체의식에 영향을 미치며, 개인특성으로서 자아정체성은 환경특성과 공동체의식과의 관계를 매개하는 것으로 경로모형을 설정하였다. 청소년의 문화예술활동이 공동체의식에 미치는 영향을 파악하기 위해, 문화예술 경험집단과 무경험집단 사이에 연구모형의 유의적인 경로에 차이가 있는지 구조방정식모형(SEM, Structural Equation Modeling)을 통해 분석하였다. 문화예술활동 경험집단(n = 1,595)은 부모관심도를 제외한 모든 환경변수가 공동체의식에 양(+)의 영향을 미치며, 자아정체성은 환경변수와 공동체의식을 매개하는 효과가 존재하였다. 반면에 무경험집단(n = 326)은 교사친밀도와 학습적응도만이 공동체의식에 양(+)의 영향을 미치며, 자아정체성의 매개효과는 존재하지 않았다. 이러한 연구결과는 청소년 공동체의식에 영향을 미치는 주요변수가 학교생활의 적응(교사친밀도와 학습적응도)이며, 문화예술활동은 공동체의식에 긍정적 영향을 미칠 뿐만 아니라, 자아정체성 형성에 대한 순기능을 통해 공동체의식을 함양시킨다는 것을 시사한다. The aim of this study was to empirically investigate the effects of arts and cultural activities on the sense of community from an ecological perspective. The data thus used came from the Korean Children and Youth Panel Survey 2015 (KCYPS 2015) conducted by the National Youth Policy Institute. Analysis was conducted upon 1,921 high school junior students (986 males and 935 females). Based on an ecological perspective of adolescent growth and development, we conducted a path model analysis where environmental characteristics (such as parent intimacy, friend intimacy, teacher intimacy, and study adaptation) have an influence on the sense of community as an individual characteristic. In this model, self-identity mediates the causal pathway between the environmental variables and the sense of community, providing that the environmental variables are causally related to the self-identity and the self-identity is causally related to the sense of community. To examine whether or how arts and cultural activities affect the sense of community, we compared the difference in the statistically significant path between two groups classified according to whether they participated in arts and cultural activities using Structural Equation Modeling (SEM). The engagement group (n = 1,595) in arts and cultural activities showed that all the paths except for that of parent intimacy remained significant in terms of positively influencing the sense of community. In particular, self-identity had a mediating effect between the environmental variables and the sense of community. In the non-engagement group (n = 326), however, a limited number of the paths were significant and there was no mediating effect of self-identity. That is, teacher intimacy and the study adaptation had positive effects on the sense of community, but parent intimacy and friend intimacy had no significant effect on the sense of community. The variables of friend intimacy, teacher intimacy, and study adaptation had positive effects on self-identity, however, self-identity did not affect the sense of community significantly. These results indicate that the adolescent adaptation to school life is a major influencing factor on the sense of community, and participating in arts and cultural activities by adolescents plays a positive role in establishing their self-identity, which in turn, leads to development of their sense of community.