Ethnic differences in students´attitudes to the arts: providing validity evidence to make comparisons

Mustafa Asil* (Corresponding Author), Alison Gilmore, Haci Bayram Yilmaz

*Corresponding author for this work

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Abstract

Previous research suggests that non-cognitive factors play an important role in promoting success at school and beyond, aligning with the multifaceted goals of education. Enhancing students’ attitudes to learning in school is expected to have positive impacts on various schooling outcomes. To date, very few studies have focused on measuring and understanding students’ attitude to the arts. This study aims to address a gap in current research in this area by introducing instruments designed to measure attitude to dance, drama, music and visual arts. Confirmatory factor analysis and measurement invariance analyses are employed to examine the factorial validity and measurement equivalence of the scales of attitude to the arts disciplines for different ethnic groups in New Zealand. Findings supported the utility of the scales as valid measures of attitude to dance, drama, music and visual arts. Noticeable differences are reported among New Zealand European, Māori, Pasifika and Asian students regarding their attitudes to dance, drama, music and visual arts.
Original languageEnglish
Pages (from-to)1177-1187
Number of pages11
JournalEuropean Journal of Educational Research
Volume9
Issue number3
Early online date15 Jul 2020
DOIs
Publication statusPublished - Jul 2020

Keywords

  • attitude to arts
  • measurement invariance
  • ethnicity

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