The Assessment on Significant Factors of Undergraduate Students’ Behavioral Intention to Learn Arts Education in Chengdu, China
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Purpose: This study explores the determinants of university students' behavioral intention to learn arts education. The conceptual framework includes factors from the social sphere, academic sphere, education satisfaction, attitude, social influence, self-efficacy, effort expectancy, and behavioral intention. Research design, data, and methodology: The target population are those who have experienced arts education at Chengdu, China. Participants are categorized into undergraduate students, with a sample size of 500. A quantitative research approach was adopted, and data were collected using a questionnaire as the primary instrument. The sampling techniques employed in this study include judgmental, quota, convenience, and snowball sampling. To ensure the validity and reliability of the questionnaire, a pilot test was conducted with 50 participants, and both the item-objective congruence (IOC) index and Cronbach's alpha were used for validity and reliability testing, respectively. The collected data were analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM), which served as the main statistical techniques for this research. Results: Social sphere and academic sphere significantly impact education satisfaction. Behavioral intention is significantly impacted by education satisfaction, self-efficacy and effort expectancy, but not by attitude and social influence. Conclusions: These analyses provide valuable insights into the factors influencing university students' behavioral intention to engage in arts education.
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