Keywords
public creative learning
learner outcomes
cultural belonging
factor analysis
multilevel regression
self-expression
participation willingness
Abstract
This study examines cultural confidence as a measurable learning outcome of public creative learning programs. The study is designed to collect longitudinal survey and behavioral data from approximately 1,500 learners across 35 public creative learning programs over a 20-week period, including pre-test and post-test surveys, attendance records, activity participation logs, reflective writing samples, teacher feedback records, and follow-up participation data. The study constructs a Cultural Confidence Scale covering four dimensions: self-expression confidence, cultural participation willingness, reflective awareness, and perceived cultural belonging. Expected data include around 3,000 pre- and post-test survey responses, 21,000 attendance entries, 4,500 activity records, 1,500 reflective texts, and 35 program-level implementation records. Quantitative methods include exploratory factor analysis, confirmatory factor analysis, paired-sample t-tests, multilevel regression, mediation analysis, and latent profile analysis to examine how teacher support, peer interaction, program intensity, and prior cultural exposure influence cultural confidence growth. Key indicators include confidence growth score, participation willingness score, self-expression frequency, reflection depth, belonging score, and post-program return intention. The innovation of this study lies in transforming cultural confidence from an abstract educational value into a measurable outcome variable, allowing public creative learning programs to evaluate not only attendance and satisfaction but also learners’ long-term willingness to express, participate, and identify with cultural life.
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