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<p>Amidst the growing recognition of aesthetic education as a foundation for students’ holistic development, China has witnessed a surge in policy-driven initiatives. However, research on psychometrically robust instruments to assess aesthetic education remains scarce. This study addresses this gap by proposing and validating the IMPACT model, a six-dimensional framework encompassing Imagination, Moral Force, Perception, Aesthetic Judgement, Creativity, and Tenacity. Drawing on classical aesthetic theory and contemporary educational psychology, the study developed a 36-item instrument refined through expert consultation, pilot interviews with teachers and students, as well as empirical analyses using exploratory and confirmatory factor analysis (EFA and CFA). Two empirical studies involving middle school students from Chongqing, Shanghai, and Shenzhen were conducted. Study 1 (<i>n</i> = 476) used EFA to identify a six-factor structure, resulting in the retention of 34 items. Study 2 (<i>n</i> = 478) applied CFA, demonstrating good model fit (CFI = 0.93, TLI = 0.92, RMSEA = 0.05, SRMR = 0.03) and strong factor loadings (&gt;0.75). All dimensions exhibited high internal consistency (α &gt; 0.70). The findings support the reliability and construct validity of a multidimensional, integrative model. The IMPACT instrument offers a theoretically grounded and empirically validated tool for advancing research and practice in adolescent aesthetic education.</p>

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Development and validation of an instrument for assessing aesthetic education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月27日

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  • Ruiqi Li,
  • Xin Gao,
  • Mingxin An,
  • Miao Yang,
  • Qiang Zhao,
  • Shuai Wang

摘要

Amidst the growing recognition of aesthetic education as a foundation for students’ holistic development, China has witnessed a surge in policy-driven initiatives. However, research on psychometrically robust instruments to assess aesthetic education remains scarce. This study addresses this gap by proposing and validating the IMPACT model, a six-dimensional framework encompassing Imagination, Moral Force, Perception, Aesthetic Judgement, Creativity, and Tenacity. Drawing on classical aesthetic theory and contemporary educational psychology, the study developed a 36-item instrument refined through expert consultation, pilot interviews with teachers and students, as well as empirical analyses using exploratory and confirmatory factor analysis (EFA and CFA). Two empirical studies involving middle school students from Chongqing, Shanghai, and Shenzhen were conducted. Study 1 (n = 476) used EFA to identify a six-factor structure, resulting in the retention of 34 items. Study 2 (n = 478) applied CFA, demonstrating good model fit (CFI = 0.93, TLI = 0.92, RMSEA = 0.05, SRMR = 0.03) and strong factor loadings (>0.75). All dimensions exhibited high internal consistency (α > 0.70). The findings support the reliability and construct validity of a multidimensional, integrative model. The IMPACT instrument offers a theoretically grounded and empirically validated tool for advancing research and practice in adolescent aesthetic education.