Factors Influencing the Comprehensive Ability of Undergraduate Photography Students in Shanxi Province, China

Sisi Chen; Pornchai Nookaew; Supaluk  Satpretpry; Aiwei Mu; Mingwei  Li; Yuchih  Lin

doi:10.57260/csdj.2026.283420

Authors

Sisi Chen Educational Management International Program, Southeast Asia University, Bangkok, Thailand
Pornchai Nookaew Educational Management International Program, Southeast Asia University, Bangkok, Thailand
Supaluk Satpretpry Educational Management International Program, Southeast Asia University, Bangkok, Thailand
Aiwei Mu School of Business Management, Liaoning Finance & Trade College, Liaoning, China
Mingwei Li International College, Rajapark Institute, Bangkok, Thailand
Yuchih Lin International College, Krirk University, Bangkok, Thailand

DOI:

https://doi.org/10.57260/csdj.2026.283420

Keywords:

Comprehensive ability, Photography education, Learning attitude, Photographic creation ability, Employment prospects, Path analysis

Abstract

Photography education in China is shifting from a technique-centred model towards the cultivation of comprehensive professional competence, yet the factors that shape this competence in regional institutions remain under-examined. This study examined the factors influencing the comprehensive ability of undergraduate photography students in Shanxi Province. From a population of 4,254 students enrolled across six universities, 460 questionnaires were distributed and 418 valid responses were retained (90.90%), supplemented by semi-structured interviews with 15 students. Content validity was established through expert review (IOC = 0.60–1.00), the data were confirmed as suitable for factor extraction (KMO = 0.792–0.926; Bartlett’s test p < .001), and internal consistency was acceptable (α = 0.862–0.913). All variables scored at a moderate level or above. Learning Attitude was highest (M = 4.04, SD = 0.74) and Photographic Creation Ability lowest (M = 3.30, SD = 0.90), with narrative expression weakest (M = 3.19), indicating an imbalance between technical skill and reflective capacity. Comprehensive ability was significantly correlated with Learning Attitude, Personal Interests and Employment Prospects (r = 0.640, 0.607, 0.603, respectively; p < .01). A path model with observed composite variables accounted for 27.90% of the variance in comprehensive ability. Learning Attitude showed the largest total effect (β = 0.293), operating partly through Photographic Creation Ability, while Employment Prospects mediated the influence of Learning Resources and Family Support. The dual-mediator structure one internal and creative, the other external and market-oriented suggests that intrinsic motivation and industry alignment jointly shape competence, and that raising comprehensive ability requires both individual effort and systemic institutional support.

Downloads

Download data is not yet available.

References

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415 DOI: https://doi.org/10.1080/00098650903505415

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. DOI: https://doi.org/10.4159/9780674028845

Chen, J. (2024). Research on innovative models of photography education in higher education under the context of integrated media. International Journal of New Developments in Education, 6(6), 174–180. https://doi.org/10.25236/IJNDE.2024.060627 DOI: https://doi.org/10.25236/IJNDE.2024.060627

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004 DOI: https://doi.org/10.1016/j.tsc.2012.07.004

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542 DOI: https://doi.org/10.1177/2372732216655542

Myszkowski, N., Storme, M., Zenasni, F., & Lubart, T. (2014). Is visual aesthetic sensitivity independent from intelligence, personality and creativity? Personality and Individual Differences, 59, 16–20. https://doi.org/10.1016/j.paid.2013.10.021 DOI: https://doi.org/10.1016/j.paid.2013.10.021

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9 DOI: https://doi.org/10.1007/s10648-006-9029-9

Peppler, K., Dahn, M., & Ito, M. (2022). Connected arts learning: Cultivating equity through connected and creative educational experiences. Review of Research in Education, 46(1), 264–287. https://doi.org/10.3102/0091732X221084322 DOI: https://doi.org/10.3102/0091732X221084322

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 DOI: https://doi.org/10.1207/s15516709cog1202_4

Wang, J., Lee, M. A., & Lee, T. C. M. (2022). When might we break the rules? A statistical analysis of aesthetics in photographs. PLOS ONE, 17(7), e0269152. https://doi.org/10.1371/journal.pone.0269152 DOI: https://doi.org/10.1371/journal.pone.0269152

Zhang, J., Du, X., Zhang, X., & Bai, X. (2023). The development of visual aesthetic sensitivity in students in China. Frontiers in Psychology, 14, 1071487. https://doi.org/10.3389/fpsyg.2023.1071487 DOI: https://doi.org/10.3389/fpsyg.2023.1071487