Advisers

Dr. Mariju F. Galicha

Discipline

Humanities And Social Sciences

Abstract

This study examined the influence of value identification on higher education students’ calligraphy culture preservation behavior in Guangdong, China. Grounded in Social Identity Theory, the research explored how cognitive, affective, and behavioral intention identification shape students’ engagement in practice, communication, and protection activities related to Chinese calligraphy. A quantitative research design was employed using a structured questionnaire distributed to 186 calligraphy majors from six universities in Guangdong through stratified random sampling. The findings indicate that students generally demonstrate positive value identification, characterized by strong cognitive recognition of calligraphy’s cultural significance and affective attachment that fosters belonging and pride. Behavioral intentions toward promotion and practice were high, although participation in structured preservation programs remained moderate. Preservation behaviors were most evident in personal practice and peer communication, whereas digital promotion and formal protective actions were less developed. Statistical analyses, including ANOVA and Pearson correlation, revealed that cognitive identification was the strongest predictor of preservation outcomes. Demographic variables such as gender and academic year significantly influenced cognitive and affective identification but showed no significant effect on behavioral outcomes. The study concludes that while students exhibit substantial cognitive awareness and emotional connection to calligraphy, transforming these into sustained and institutionalized preservation efforts requires enhanced educational strategies. Recommended interventions include integrating interpretative cultural modules, expanding experiential learning opportunities, establishing structured engagement platforms, and leveraging digital tools for wider dissemination. The research contributes to the theoretical understanding of cultural identity formation in higher education and offers practical implications for sustaining traditional arts within contemporary academic settings.

Keywords

value identification, cultural preservation behavior, calligraphy culture, higher education students, social identity theory, guangdong china