Ouyang Yingke, Park Alexander, Suh Kyung-Hyun
Department of Interdisciplinary Arts, Graduate School, Sahmyook University, Seoul 01795, Republic of Korea.
Smith College of Liberal Arts, Sahmyook University, Seoul 01795, Republic of Korea.
Behav Sci (Basel). 2024 Sep 25;14(10):869. doi: 10.3390/bs14100869.
This study investigated the psychological factors related to the attitudes of Chinese arts college students toward integrated arts education. It also examined predictive models incorporating psychological variables, demographic profiles, and art education-related characteristics to offer valuable insights for future research and art education practices. The sample comprised 303 Chinese college students majoring in arts and aged 18-22 years. The predictive models were examined using stepwise regression and decision tree analyses. The results indicated positive correlations between attitudes toward integrated arts education and several psychological variables, including extraversion, openness, conscientiousness, agreeableness, the Behavioral Inhibition System (BIS), hardiness, creativity, self-efficacy, and purpose orientation for personal growth. Neuroticism and the Behavioral Activation System (BAS) were negatively correlated with attitudes toward integrated arts education. Further, extraversion accounted for the greatest variance in attitudes toward integrated arts education. Extraversion, self-efficacy, purpose orientation for personal growth, BIS, and commitment accounted for approximately 38.3% of the variance. The decision tree model, predicting the attitudes of college students majoring in the arts toward integrated arts education, included extraversion, self-efficacy, teaching experience in their major, and academic year. This study contributes to a better understanding of the psychological and educational factors that shape the attitudes of Chinese arts students toward integrated arts education and provides a predictive framework that can inform future research and educational practices.
本研究调查了与中国艺术院校学生对综合艺术教育态度相关的心理因素。它还检验了纳入心理变量、人口统计学特征和艺术教育相关特征的预测模型，为未来研究和艺术教育实践提供有价值的见解。样本包括303名年龄在18至22岁之间的中国艺术专业大学生。使用逐步回归和决策树分析对预测模型进行了检验。结果表明，对综合艺术教育的态度与外向性、开放性、尽责性、宜人性、行为抑制系统（BIS）、心理韧性、创造力、自我效能感以及个人成长的目标导向等几个心理变量之间存在正相关。神经质和行为激活系统（BAS）与对综合艺术教育的态度呈负相关。此外，外向性在对综合艺术教育的态度中占最大方差。外向性、自我效能感、个人成长的目标导向、BIS和投入度占方差的约38.3%。预测艺术专业大学生对综合艺术教育态度的决策树模型包括外向性、自我效能感、专业教学经验和学年。本研究有助于更好地理解塑造中国艺术学生对综合艺术教育态度的心理和教育因素，并提供一个可指导未来研究和教育实践的预测框架。
