Cultural Participation Practices, Cultural Apprisal and Subjective Well-being in Cluj-Napoca Metro Area, 2022

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<strong>Abstract</strong><br>

This data repository contains survey responses collected from a telephone-based survey in January 2022, obtaining 735 valid responses from adults, above 18 years, residing in Cluj-Napoca Metropolitan Area, Romania. It surveys cultural participation practices, cultural appreciation, subjective well-being, and socio-economic position.
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<strong>Methods</strong><br>

The data collection process involved two stages of interviews. In the first stage, the research instrument was tested through 50 interviews resulting in an average interview duration of 24 minutes and high inter-item consistency questions. The second stage consisted of 779 interviews with an average duration of 16 minutes, resulting in 829 responses, out of which 94 were excluded during the interview. Ultimately, a final database of 735 cases was used for analysis.<br>

To ensure meaningful comparisons between the population of the municipality and the population of the metropolitan communes, the sample was designed with an oversampling of the metropolitan area of Cluj-Napoca, which accounted for 33% of the total sample or 247 cases. However, there was an unintended underrepresentation of men and young people aged 29 and below, with differences of no more than 3 percentage points. To address this issue, the responses were weighted based on the Romanian National Institute of Statistics Tempo dataset.<br>

To ensure representativeness, the sample should be weighted using the Weight variable. The weighting is controlling for age, gender, and distribution across municipalities. The sample is statistically representative of the Cluj Metropolitan Area population with a maximum margin of error of ±3.6%. The distribution of education and occupational status in the sample closely mirrors that of the general population. Specifically, 4.1% have primary and secondary education, 46% have secondary education, and 49% have higher education.<br>

<strong>Scales</strong>
<br>
The survey questionnaire utilized several scales and also collected socio-demographic information. The scales employed were:<br>
A. CULTURAL PARTICIPATION (Croitoru and Becuț-Marinescu, 2019; Holt, 1995, 1998)<br>
B1. THE CULTURAL APRISAL INDEX (original measure)<br>
B2. ART &amp; CULTURE APPRECIATION (original measure)<br>
C. SUBJECTIVE WELL-BEING (SWB) Benson et al. (2019).<br>
D. SOCIO-ECONOMIC STATUS (SES) (Ganzeboom et al., 1992;Treiman, 2019).<br>
F. MEAN RATER RELIABILITY OF CULTURAL PARTICIPATION (Demanet and van Houtte, 2012; Glick, 1985; Huyge et al., 2014; Shrout and Fleiss, 1979).<br>
(significant other), MSPSS_Fam_Scale (family), MSPSS_Fr_Scale (friends).<br>
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The survey was in the Romanian language. All data in the dataset are in English, the original Romanian language formulation is provided in a separate file.<br>

<strong>Codebook</strong><br>

The survey questionnaire utilized several scales and also collected socio-demographic information. The scales employed were:<br>
<br>

<strong>SUBJECT ID</strong><br>
id. Variable index<br>
start. Interview start timestamp<br>
end. Timestamp end interview<br>
Weight. Weighting scheme based on age, gender, metropolitan area.<br>

<strong>A. CULTURAL PARTICIPATION</strong>
In the last 12 months, how often did you carry out the following activities (whether in your locality or elsewhere). Likert scale: 6. Five or more times; 5. Four times; 4. Three times; 3. Twice; 2. Once; 1. Never; 9. DK/DA<br>
A1. I went to the cinema<br>
A2. I went to the theater<br>
A3. Visited museums, galleries or exhibitions<br>
A4. Attended indoor concerts<br>
A5. I went to the opera<br>
A6. Participated in entertainment shows (eg stand-up comedy)<br>
A7. I went to festivals<br>
A8. I read printed books<br>
A9. Involved in creative manual activities (DIY, sewing)<br>
A10. Practiced in artistic activities (eg writing, drawing, singing)<br>
A11. Participated in dance classes, creative workshops<br>
A12. Participated in online cultural activities (art galleries, performances)<br>
A13. Read e-books or listen to audio books<br>
A14. Participated in courses or workshops in spare time<br>
A15. Played online games<br>
<br>
CulturalParticipation_Activ_CPCAscore: Categorical Principal Component Analysis A1-15, Equamax rotation, CP1, regression score.<br>
CulturalParticipation_Receptive_CPCAscore: Categorical Principal Component Analysis A1-15, Equamax rotation, CP3, , regression score.<br>
CulturalParticipation_Entertaimant_CPCAscore: Categorical Principal Component Analysis A1-15, Equamax rotation, CP2, , regression score.<br>
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<strong>B. CULTURE APPRECIATION</strong><br>
With which of the following do you associate art and cultural experiences?<br>
Dichotomous echo scale: 1. Yes; 0. No; 9. NO/NO<br>
B1. Time spent with other people, new friends<br>
B2. Emotional experiences<br>
B3. Escape from everyday life<br>
B4. New knowledge<br>
B5. Beauty<br>
B6. Entertainment<br>
B7. Tradition<br>
B8. Diversity<br>
ArtApprisal_CPCAscore: Categorical Principal Component Analysis B1-B8, regression score.<br>
<br>
ArtAppreciation. How important is art in your life?<br>
Likert scale: 0. Not at all important; 1. Little important; 2. Important; 3. Very important; NS/NO<br>
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<strong>C. SUBJECTIVE WELL-BEING</strong><br>
To what extent do you agree with the following statements? (Benson et al., 2019)<br>
Likert scale: 1. Total agreement; 2. Partial agreement; 3. Partial disagreement; 4. Totally disagree<br>
C1. I am satisfied with my life.<br>
C2. What I do with my life makes sense.<br>
C3. Yesterday I was happy.<br>
C4. I wasn't anxious yesterday.<br>
WellBeing_BensonScore: Benson et al. (2019) score.<br>
WellBeing_Score_CPCAscore: Categorical Principal Component Analysis C1-C4, regression score.<br>
<br>
<strong>E. SOCIO-ECONOMIC STATUS</strong><br>
Education8. What is the last school you graduated from?: 1. Primary school; 2. Finished high school; 3. High school, first level (10 classes); 4. Vocational school or trades; 5. High school; 6. Post-secondary or foreman school; 7. Undergraduate university studies; 8. Postgraduate studies; 99. NS/NR;<br>
SchoolYears. Number of years of schooling<br>
IncomeHousehold. What is the total net income per month from your household, regardless of source?[...] RON 9. DK/NA<br>
HoseholdSize. How many people currently live in your household? 9. DK/NA<br>
Income_per_Capita. Income per household<br>
ISCO_4digits: What is your occupation? (recoded according to COR in four digits)<br>
Professional_Status_Score: Ganzeboom et al. (1992)<br>
SES_CPCAscore. Categorical Principal Component Analysis: SchoolYears, Income_per_Capita, Professional_Status_Score.<br>
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<strong>F. SOCIO-DEMOGRAPHIC</strong><br>
Municipality. Where do you currently live? (drop-down list with all localities in ZMC) – SCREEN OUT FOR OTHERS<br>
Female. Gender (to be identified by the operator):. 1. Feminine. 0. Masculine<br>
Age. How old are you? (9 – for refusal/no response)<br>
Age65Plus. 1. People over 65 years old, inclusive, 0. The rest of the people<br>
Ethnicity. What is your ethnicity?<br>
1. Romanian; 2. Hungarian; 3. Rome; 4. German; 5. Other<br>
Minority: Ethnicity 1 all non-Romanians. 0. Romanian<br>
CultureAuto Is your work connected to the field of culture?. 1. Yes. 2. No. 3. DK/NA<br>
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<strong>G. MEAN RATER RELIABILITY OF CULTURAL PARTICIPATION</strong><br>
MRR_ActivCP_D. Dichotomized Index of Active Cultural Participation [0 is the cutpoint]<br>
MRR_RecepitvCP D. Dichotomized Index of Receptive Cultura Participation [0 is te cutpoint]<br>
MRR_EntertainmentCP_D. Dichotomized Index of Entertaimant Cultura Participation [0 is te cutpoint]<br>
MRR_CP_D. Shared types of Cultural Participation [0-3]<br>
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<strong>REFERENCES</strong><br>

Benson, T., Sladen, J., Liles, A., Potts, H.W.W., 2019. Personal Wellbeing Score (PWS)—a short version of ONS4: development and validation in social prescribing. BMJ Open Qual. 8, e000394. https://doi.org/10.1136/BMJOQ-2018-000394<br>
Croitoru, C., Becuț-Marinescu, A. (Eds.), 2019. Barometrul de consum cultural 2019: Experiența și practicile culturale de timp liber. Editura Universul Academic, Bucuresti.<br>
Demanet, J., van Houtte, M., 2012. School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment. J. Youth Adolesc. 41, 499–514. https://doi.org/10.1007/S10964-011-9674-2<br>
Ganzeboom, H.B., De Graaf, P.M., Treiman, D.J., 1992. A Standard International Socio-Economic Index of Occupational Status. Soc. Sci. Res. 1–56. https://doi.org/10.1016/0049-089X(92)90017-B<br>
Glick, W.H., 1985. Conceptualizing and Measuring Organizational and Psychological Climate: Pitfalls in Multilevel Research. Acad. Manag. Rev. 10, 601. https://doi.org/10.2307/258140<br>
Holt, D.B., 1998. Does Cultural Capital Structure American Consumption? J. Consum. Res. 25, 1–25. https://doi.org/10.1086/209523<br>
Holt, D.B., 1995. How Consumers Consume: A Typology of Consumption Practices. J. Consum. Res. 22, 1–16. https://doi.org/10.1086/209431<br>
Huyge, E., Van Maele, D., Van Houtte, M., 2014. Does students’ machismo fit in school? Clarifying the implications of traditional gender role ideology for school belonging. Gend. Educ. 27, 1–18. https://doi.org/10.1080/09540253.2014.972921<br>
Shrout, P.E., Fleiss, J.L., 1979. Intraclass correlations: Uses in assessing rater reliability. Psychol. Bull. 86, 420–428. https://doi.org/10.1037/0033-2909.86.2.420