Determinants of Behavioral Intention to Learn Arts Education of Postgraduate Students in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.38Keywords:
Social Sphere, Academic Sphere, Education Satisfaction, Attitude, Social Influence, Behavioral IntentionAbstract
Purpose: This research delves into the factors that impact the behavioral intention of university students to engage in arts education. The conceptual framework encompasses social sphere, academic sphere, educational satisfaction, attitude, social influence, self-efficacy, effort expectancy, and behavioral intention. Research design, data, and methodology: The target population and sample size are 500 postgraduate students who have experienced arts education at top three universities in Chengdu, China. A quantitative research approach was adopted, using a questionnaire. The sampling techniques employed in this study include judgmental, quota, convenience, and snowball sampling. 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. Furthermore, education satisfaction, self-efficacy and effort expectancy significantly impact behavioral intention. Nevertheless, the relationship between attitude, social influence and behavioral intention is not supported. Conclusions: Understanding these determinants can inform the development of strategies and interventions to promote arts education and enhance students' engagement and intention to pursue arts-related fields.
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