當你的研究需調青少年藝術自我感知或研究內容有涉及到自我感知評價時，就可以考慮使用ASPI量表。
什麼是藝術自我感知量表？
藝術自我感知量表（Arts Self-Perception
Inventory，簡稱ASPI），為Vispoel(1993)針對205位七年級學生進行藝術自我感知調查，樣本中男生佔54.%，平均年齡約為12歲，樣本分為兩個中學，一為芝加哥郊區的中學，共61名，另一為愛荷華某社區大學附屬中學，共144名。藝術自我感知主要在評估四個相關領域的自我概念，包含：音樂、藝術、舞蹈和戲劇。
藝術自我感知量表的計分方式
將受試者感受、反應及認同程度為評定指標，採用6點量表級分方法。其標準為“1” 表示完全假的；“2”表示多數假的；“3” 表示部份假的；“4”表示部份真的；“5”表示多數真的；“6”表示完全真的。
藝術自我感知量表的題目
一、音樂
1.
我對自己演奏音樂的能力充滿信心。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
2.
我在音樂方面很有天分。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
3.
人們喜歡聽我演奏音樂。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
4.
我在音樂課上一向成績不錯。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
5.
我可以演奏樂器或唱歌。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
6.
音樂是我最糟糕的科目之一。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
7.
我儘量避免選修音樂課。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
8.
我學習音樂很遲鈍。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
9.
比其他人學習音樂對我來說是困難的。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
10.我向來不擅長音樂。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
二、藝術
1.藝術是我最好的科目之一。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
2.我在藝術方面很有天分。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
3.人們欽佩我的繪畫能力。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
4.我在學校的藝術項目上能獲得好成績。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
5.我夠資格從事藝術事業。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
6.比其他人藝術課對我來說是困難的。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
7.繪畫對我來說很困難。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
8.我向來不擅長藝術。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
9.大多數的人比我更擅長藝術。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
10.我的繪畫技巧拙劣。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
三、舞蹈
1.我是個優秀的舞者。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
2.如果我實際嘗試我想可以贏得一場舞蹈比賽。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
3.人們欣賞我的舞蹈能力。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
4.我天生在跳舞方面很有天賦。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
5.如果我受過適當的訓練我可以成為一名職業舞者。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
6.我盡可能避免跳舞。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
7.我在跳舞時感到很尷尬。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
8.我很慢才能熟記舞步。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
9.大多數的人比我更適合當舞者。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
10.我的跳舞技術拙劣。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
四、戲劇
1.我有出色的演戲能力。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
2.我夠資格從事演戲事業。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
3.倘若我在戲劇中我能表現出各式各樣的情感。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
4.比其大多數朋友我是一個好的演員。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
5.其他人已經認可我的演戲能力。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
6.倘若我選修一堂演戲課我可能會做得很差。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
7.在戲劇中我會感到不舒服。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
8.在劇中演出對我來說是困難的。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
9.我的演戲技巧拙劣。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
10.大多數的人比我更擅長演戲。
①完全假的②多數假的③部份假的④部份真的⑤多數真的⑥完全真的
問卷出處：
1.
Vispoel, W. P. (1993). The Development and
Validation of the Arts Self-Perception Inventory for Adolescents. Educational and Psychological Measurement,
53(4), 1023–1033.
本期，為大家推薦3篇應用ASPI量表的英文論文，觸類旁通，總有一篇啟發你的學術靈感！
Music self-concept
and self-esteem formation in adolescence: A comparison between individual and
normative models of importance within a latent framework
Scalas, L. F., Marsh, H. W., Vispoel, W., Morin, A.
J. S., & Wen, Z. (2016).
Psychology of Music, 45(6), 763–780.
Keywords: importance, latent
interactions, music self-concept, normative, weighted average
Abstract: We examined the possible effects of six
dimensions of music self-concept on determination of self-esteem, through the application
of models based on individual and normative-group importance. Previous studies
have supported the individual model of importance in narrowly defined
self-domains such as spiritual self-concept that might be unimportant for most
people, but very important for some people. However, results from more recent
studies of spiritual, academic, and physical self-concepts involving latent
variable methodologies support the normative-group model. Here, we extended the
use of latent variable methods to music self-concept using a sample of 512
junior high students (11–16 years old). Our results for music-reading skills
supported the individual importance model rather than the normative-group
importance model. Additional results revealed that singing, instrument playing,
and the importance of instrument playing had direct rather than interactive
linkages with self-esteem. Collectively, these results highlight differential
effects of performance (singing, instrument playing) and knowledge (reading) on
self-esteem, and imply that strategies to enhance self-esteem may vary within
different domains of music instruction and participation. At a more general
level, the findings together with those from previous studies indicate that
interconnections between specific and global aspects of self-concept vary
across domains and are more complex than previously thought.
The Lability of
Psychological Ratings: The Chameleon Effect in Global Self-Esteem
Marsh, H. W., & Yeung, A. S. (1999).
Personality and Social Psychology Bulletin, 25(1),
49–64.
Keywords: Psychological Ratings, Self-Esteem
The
chameleon effect hypothesizes that the interpretation of esteem items and the
nature of the measurement of the construct are altered by the content of other
items in a survey. In each of three studies, responses to esteem items embedded
among items focusing on a specific self-concept domain (academic, artistic, or
physical) were more highly correlated to that specific domain than were esteem
items from a broadly based multidimensional self-concept instrument.
Confirmatory factor analysis models demonstrated that the same esteem items
embedded in different instruments measured distinctfactors. Unlike typical
contextual effects showing mean shifts along the same underlying continuum, these
results suggest changes in the nature of the construct that is being measured
so that mean shifts are of dubious relevance. The results have theoretical
implications for how individuals form esteem judgments and practical
limitations for the interpretation of esteem responses in correlational and
experimental studies.
Structure of
artistic self-concepts for performing arts and non-performing arts students in
a performing arts high school: “Setting the stage” with multigroup confirmatory
factor analysis
Marsh, H. W., & Roche, L. A. (1996).
Journal of Educational Psychology, 88(3), 461–477.
Keywords: artistic self-concepts, performing arts
Abstract: The
Arts Self-Perception Inventory (ASPI) and the Self Description Questionnaire II
were administered to 210 elite performing arts (PA) and 131 non-PA students
attending a prestigious PA high school. Elite dance, music, and drama students
had substantially higher dance, music, and drama self-concepts, respectively,
providing construct validity evidence through known group differences.
Confirmatory factor analysis demonstrated the 15 a priori self-concept factors
from the 2 instruments and the complete invariance of factor loadings across
the two samples. Consistent with predictions based on academic self-concept theory,
there were group differences in the factor correlations. The three PA
self-concepts were moderately correlated for non-PA students, but were
uncorrelated for PA students. Also, these PA self-concepts were more highly
correlated with esteem and school self-concept for PA students than for non-PA
students. Results support the ASPI's usefulness but suggest complexities for W.
P. Vispoel's (see record 1995-21267-001) proposed extension of the
Marsh/Shavelson hierarchical model of self-concept to include PA. (PsycINFO
Database Record (c) 2019 APA, all rights reserved)
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