%0 Journal Article %T 青少年审美素养问卷的编制与信效度检验
Development and Validation of the Adolescents’ Sense of Aesthetic Literacy Questionnaire %A 朱颖媛 %A 张洁婷 %A 王婷婷 %J Advances in Psychology %P 412-425 %@ 2160-7281 %D 2025 %I Hans Publishing %R 10.12677/ap.2025.151050 %X 青少年阶段是审美素养培育的关键时期，了解当前青少年审美素养现状并及时给予恰当引导，是一个亟需研究的问题。既有研究工具大多针对审美素养的某个维度(如审美感知、审美能力等)和青少年某个具体学科的审美素养，针对青少年审美素养整体水平而系统编制的量表较为匮乏。本研究在审美素养内涵结构的理论框架下，编制《青少年审美素养问卷》并在全国范围内实施调查。研究采用初测问卷对广西423名初一至高三年级青少年进行施测，通过探索性因素分析修订初测问卷，形成包含30个题项的二次施测问卷。研究二以广东、浙江、广西、陕西四地1823名初一至高三年级青少年为被试，通过验证性因素分析确定正式版量表的构成，并检验正式版量表的信效度、分析当前青少年审美素养的水平与特点。结果表明，青少年审美素养问卷有29个题项，包括审美知识、审美感受、审美创造、审美趣味、审美观念五个维度；问卷的各项模型拟合指标良好，问卷的内部一致性系数良好，问卷的结构效度良好；对青少年审美素养的现状分析发现，青少年审美素养处于中等稍偏上水平；女生的审美素养水平明显优于男生。综上所述，青少年审美素养问卷符合各项心理学指标的要求，可用于青少年审美素养的相关研究。
Teenagers are in a crisis stage in the development of aesthetic literacy. Understanding how to seize this critical period, understanding the current status of aesthetic literacy of adolescents, and providing timely and appropriate guidance are urgent research problems. While most of the measurement tools developed in previous studies focus on a component of aesthetic literacy (e.g., aesthetic ability, aesthetic emotion) or a specific subject (e.g., sports aesthetic literacy), this study integrated the concepts of various dimensions of aesthetic literacy. It developed a questionnaire to measure the overall level of aesthetic literacy among adolescents. In Study One, 423 teenagers from junior to senior grades in Guangxi were tested with a preliminary questionnaire. The preliminary questionnaire was revised through item analysis and exploratory factor analysis to form a secondary questionnaire with 30 items. In Study Two, 1823 adolescents from junior to senior grades in Guangdong, Zhejiang, Guangxi, and Shanxi were tested. The formal questionnaire was determined to consist of a 29-question with five-factor model through confirmatory factor analysis. Then, the reliability and validity of the formal questionnaire were tested, and the current level of teenagers’ aesthetic literacy were analyzed. The results showed that the questionnaire on adolescents’ aesthetic literacy consisted of 29 items, including five dimensions: aesthetic knowledge, aesthetic feeling, aesthetic creation, aesthetic interest, and aesthetic concepts. The confirmatory factor analysis of each model fit index was good. The internal consistency coefficient of the questionnaire was good; there was a moderate correlation between the factors of the questionnaire, a high correlation between the factors and the total score of the questionnaire, and the questionnaire had good structural validity. Analysis of the present situation showed that the adolescents’ %K 青少年， %K 审美素养， %K 量表编制
Adolescents %K Aesthetic Literacy %K Scale Development %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=106631