تدوین و تعیین ویژگی‌های روان‌سنجی پرسش‌نامه فعالیت‌های فوق‌برنامه فرهنگی با محوریت ساحت‌های زیباشناختی و هنری دانش‌آموزان
محورهای موضوعی : مدیریت تعالی آموزشی
زاهده رحمانیان
1
,
اباذر کافی موسوی
2
1 - دکتری روانشناسی، استادیار، پردیس فاطمه الزهرا، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران.
2 - استادیار، گروه آموزش معارف اسلامی، دانشگاه فرهنگیان، تهران، ایران.
کلید واژه: فعالیت فوق‌برنامه, زیباشناختی, فرهنگی, هنری, ساحت, پرسش‌نامه.,
چکیده مقاله :
هدف: پژوهش حاضر با هدف بررسی ویژگی‌های روان‌سنجی پرسش‌نامه فعالیت‌های فوق‌برنامه فرهنگی با محوریت ساحت‌های زیباشناختی و هنری دانش‌آموزان انجام شد. روش: پژوهش حاضر ازنظر هدف، کاربردی و از نظر نوع داده‌ها، کمی - کیفی بوده است. از رویکرد گراندد تئوری، مؤلفه‌ها و گویه‌های پرسش‌نامه به دست آمد و با استفاده از روش توصیفی - همبستگی به بررسی کمی پرداخته شد. در بخش کیفی از بین کلیه متخصصان برنامه درسی و تعلیم‌وتربیت به روش هدفمند 12 نفر انتخاب شدند و در بخش کمی از بین کلیه دانش‌آموزان استان کهگیلویه و بویراحمد 163 نفر به‌صورت هدفمند و خوشه‌ای انتخاب شدند. ابزار پژوهش شامل اسناد، مصاحبه نیمه‌ساختاریافته و ساختارنایافته و پرسش‌نامه محقق ساخته بود. یافته‌ها: ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اکتشافی نشان داد 51/70 درصد از واریانس کل پرسش‌نامه را فعالیت‌های فوق‌برنامه فرهنگی با محوریت ساحت‌های زیباشناختی و هنری تبیین می‌کند. ﺿﺮاﯾﺐ ﭘﺎﯾﺎﯾﯽ ﻫﻤﺴﺎﻧﯽ دروﻧﯽ از طریق آلفای کرونباخ برای 24 ﻣﺎده و شش ﻋﺎﻣﻞ در کل پرسش‌نامه (93/0) و نیز از طریق دونیمه‌سازی (96/0) رضایت‌بخش ﺑﻮدﻧﺪ. ﻫﻤﭽﻨﯿﻦ، بین افراد دارا و فاقد فعالیت‌های فرهنگی، تفاوت معناداری مشاهده شد (روایی افتراقی). همچنین تفاوت معناداری بین زنان و مردان، سن، تحصیلات، مکان تحصیل و نوع فعالیت فرهنگی یافت نشد. نتیجه‌گیری: درنتیجه، پرسش‌نامه واجد شرایط لازم برای بهره‌گیری پژوهشگران به‌منظور ارزیابی فعالیت‌های فوق‌برنامه فرهنگی با محوریت ساحت‌های زیباشناختی و هنری دانش‌آموزان است.
Introduction
The Iranian education system, guided by the Fundamental Transformation Document, emphasizes the holistic development of students across six domains, including the aesthetic and artistic domain. Cultural and artistic extracurricular activities serve as key tools in cultivating creativity, responsibility, and an appreciation for environmental beauty. However, the lack of valid and culturally adapted psychometric instruments to evaluate the effectiveness of these activities poses a significant challenge for educational planning. This study aimed to design and validate a standardized questionnaire to assess cultural extracurricular activities with a focus on aesthetic and artistic dimensions among students in Kohgiluyeh and Boyer-Ahmad Province.
Materials and Methods
This research adopted a sequential exploratory mixed-methods approach (qualitative → quantitative) and was conducted in two phases:
- Qualitative Phase: Initial components and items were extracted through content analysis of academic sources and semi-structured interviews with 12 experts in curriculum planning and education (university faculty members and education professionals). Data were analyzed using open, axial, and selective coding.
- Quantitative Phase: Based on the qualitative findings, a researcher-made questionnaire consisting of 24 items was developed and administered to a sample of 163 students from various educational levels in Kohgiluyeh and Boyer-Ahmad Province (70 with prior cultural activity experience and 93 without). A mixed sampling method (purposeful and stratified random) was used.
- Validity: Assessed through content validity (confirmed by 12 experts), construct validity (exploratory and confirmatory factor analysis using SPSS and PLS), and discriminant validity (independent t-test comparing the two student groups).
- Reliability: Evaluated using Cronbach’s alpha, split-half reliability, composite reliability, and rho_A.
Data were analyzed using descriptive statistics, MANOVA, Pearson correlation, and structural equation modeling (SEM).
Results and Findings (400 words)
- Questionnaire Structure:
Exploratory and confirmatory factor analysis revealed three primary dimensions: - Aesthetic Sensitivity (12 items; α = 0.905): Encompasses enhanced observation, environmental analysis, and the ethical-beauty connection.
- Artistic Creativity (4 items; α = 0.825): Focuses on innovation, integration of knowledge and art, and critique of works.
- Holistic View of Humans and the Environment (7 items; α = 0.842): Emphasizes social responsibility and ecological awareness.
These three dimensions accounted for 49.36% of the total variance. - Validity and Reliability:
- Construct Validity: Final model fit indices were acceptable (SRMR = 0.10; NFI = 0.55).
- Discriminant Validity: Statistically significant differences between students with and without cultural activity experience across all dimensions (p < 0.001).
- Overall Reliability: Cronbach’s alpha = 0.93; split-half reliability = 0.96.
- Demographic Analysis:
- No significant differences in scores based on gender, age, education level, place of residence, or type of cultural activity (p > 0.05).
- The tool was found to be generalizable to a diverse student population.
Conclusion
This study aimed to design and validate a standardized questionnaire for assessing extracurricular cultural-artistic activities in schools. The instrument focuses on three key dimensions: aesthetic sensitivity, artistic creativity, and a holistic view of humanity and the environment. These dimensions support students’ personal and social development by enhancing their appreciation of beauty, fostering imagination and creativity, and promoting social responsibility. The questionnaire aligns with the goals of the Fundamental Transformation Document in the aesthetic and artistic educational domain.
The developed questionnaire demonstrates strong validity and reliability (overall Cronbach’s alpha: 0.93) and can be applied across culturally diverse student populations, including those in Kohgiluyeh and Boyer-Ahmad. Findings indicate that demographic variables do not significantly affect outcomes, supporting the instrument’s role in promoting educational equity.
Innovative aspects of this research include the integration of art with other disciplines (e.g., mathematics) in activity design, paving the way for interdisciplinary programs. The conceptual framework is grounded in established theories such as those of Eisner and Dewey.
In addition to developing the instrument, the study offers practical recommendations: balanced development of cultural-artistic programs, teacher capacity-building, application of the questionnaire to assess program effectiveness, and designing specialized versions for specific initiatives. Nonetheless, limitations such as lower reliability in the artistic creativity dimension, lack of longitudinal assessment, and self-reporting biases highlight the need for complementary studies and mixed-method evaluation approaches.
Overall, this research represents a meaningful step toward achieving art-based educational goals and offers a model for designing creative, equitable, and evidence-based programs nationwide.
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