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.

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 (1995) proposed extension of the Marsh/Shavelson hierarchical model of self-concept to include PA.