Self and task perception towards Visual Arts Course Scale: Validity and reliability Study


  • Ahmet Kurnaz
  • Rengin Temel
  • Süleyman Arslantaş
  • Tuğba Pürsün Tokat Gaziosmanpaşa University



Visual art course, Self and task perception high school students, Expectation-value theory, Scale


This study aims to develop a scale to determine self and task perception of high school students towards Visual Arts Course. In the development process following stages were followed: Scanning the literature, examining previously developed scales, creating an item pool, getting expert opinions, doing a pilot study, doing item analysis, test-retest process, and data analysis. 259 high school students from 9th to 12th grades participated in the study and test-retest was conducted on 50 students. Six-factor draft form of the scale was formed by taking expectancy-belief theory into consideration. According to the CFA principles the scale has six factors, which are intrinsic value, attainment value/importance, extrinsic value, expectancy belief, task difficulty, required effort. The Cronbach Alpha internal consistency coefficients of six factors were found as 0,77; 0,82; 0,70; 0,87; 0,70 and 0,67, respectively. According to the test-retest results, it was found out that the stability of the scale was high. The results of item analysis according to means of lower-higher groups showed that each item in the scale was distinctive. For the criterion validity, the correlation between the scores obtained from the subscales and the scores obtained from the “motivation” factor of “Motivating Strategies in Learning Scale” were examined and it was found that the present scale was correlated with the “motivation” factor of “Motivating Strategies in Learning Scale”. It was found that there existed a low, medium and high correlation among the subscales.







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