@article{article_1854700, title={Measuring Artistic Shyness in Visual Arts Education: Scale Development and Psychometric Evidence}, journal={Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, volume={10}, pages={33–47}, year={2026}, DOI={10.38122/ased.1854700}, url={https://izlik.org/JA98ZH29KC}, author={Alan İnci, İlkay and Küpeli, Ali Ertuğrul}, keywords={Sanatsal utangaçlık, Ölçek geliştirme, Sanat eğitimi, Psikometrik geçerlik, Açımlayıcı ve doğrulayıcı faktör analizi}, abstract={The present study aimed to develop and validate the Artistic Shyness Scale, a context-specific instrument designed to assess shyness in artistic production, presentation, and evaluation settings among students attending Fine Arts High Schools. The study was conducted with students enrolled in the 10th, 11th, and 12th grades. A quantitative scale development design was employed, following standard methodological procedures including item generation, expert review, pilot testing, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analyses. Data were collected online with appropriate ethical approval and official permission. To ensure robust scale development and validation, the dataset was randomly divided into three independent subsamples. EFA conducted on the first subsample revealed a clear single-factor structure consisting of 25 items. This structure accounted for a substantial proportion of the total variance and was supported by strong factor loadings. CFA performed on a separate subsample confirmed the single-factor model and demonstrated good to excellent model fit across multiple fit indices. The scale exhibited excellent internal consistency, as indicated by a high Cronbach’s alpha coefficient. Convergent validity was supported by Average Variance Extracted (AVE) and Composite Reliability (CR) values exceeding recommended thresholds. Overall, the findings provide strong evidence that the Artistic Shyness Scale is a valid and reliable instrument. The scale contributes to the literature by offering a psychometrically sound, context-sensitive measure of shyness tailored to artistic learning environments and may be useful for both research and educational practice in arts education.}, number={1}