Emotional intelligence and dance: a systematic review

San-Juan-Ferrer, Barbara; Hipola, Pedro

doi:10.1080/14647893.2019.1708890

Cited by 16 publications

(10 citation statements)

References 27 publications

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“…Using Laban Movement Analysis, researchers have shown that specific movement patterns (in the absence of facial expressions) elicit similar emotions (e.g., happiness, sadness, fear, or anger) for both the dancer and observer (Shafir et al, 2013 , 2015 ; Melzer et al, 2019 ). The emotional aspect of dance is thought to be the crucial element regarding the beneficial effects of DMT, and dancers show heightened emotional intelligence over non-dance counterparts (Jeong et al, 2005 ; Punkanen et al, 2017 ; San-Juan-Ferrer and Hípola, 2020 ).…”

Section: The Neurobehavioral Functions Of Dance and Their Connection mentioning

confidence: 99%

Dance on the Brain: Enhancing Intra- and Inter-Brain Synchrony

Basso

Satyal

Rugh

2021

Front. Hum. Neurosci.

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Dance has traditionally been viewed from a Eurocentric perspective as a mode of self-expression that involves the human body moving through space, performed for the purposes of art, and viewed by an audience. In this Hypothesis and Theory article, we synthesize findings from anthropology, sociology, psychology, dance pedagogy, and neuroscience to propose The Synchronicity Hypothesis of Dance, which states that humans dance to enhance both intra- and inter-brain synchrony. We outline a neurocentric definition of dance, which suggests that dance involves neurobehavioral processes in seven distinct areas including sensory, motor, cognitive, social, emotional, rhythmic, and creative. We explore The Synchronicity Hypothesis of Dance through several avenues. First, we examine evolutionary theories of dance, which suggest that dance drives interpersonal coordination. Second, we examine fundamental movement patterns, which emerge throughout development and are omnipresent across cultures of the world. Third, we examine how each of the seven neurobehaviors increases intra- and inter-brain synchrony. Fourth, we examine the neuroimaging literature on dance to identify the brain regions most involved in and affected by dance. The findings presented here support our hypothesis that we engage in dance for the purpose of intrinsic reward, which as a result of dance-induced increases in neural synchrony, leads to enhanced interpersonal coordination. This hypothesis suggests that dance may be helpful to repattern oscillatory activity, leading to clinical improvements in autism spectrum disorder and other disorders with oscillatory activity impairments. Finally, we offer suggestions for future directions and discuss the idea that our consciousness can be redefined not just as an individual process but as a shared experience that we can positively influence by dancing together.

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Section: The Neurobehavioral Functions Of Dance and Their Connection mentioning

confidence: 99%

Dance on the Brain: Enhancing Intra- and Inter-Brain Synchrony

Basso

Satyal

Rugh

2021

Front. Hum. Neurosci.

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“…All other systematic reviews presented here found that similar forms of dance and movement education can be used as a tool in increasing the capacity for self-regulation, improving psychological well-being, and developing the social skills necessary for resolving interpersonal conflicts (Burkhardt et al, 2012;Millman et al, 2020;San-Juan-Ferrer & Hípola, 2020;Sheppard & Broughton, 2020).…”

Section: Meta-analysis and Systematic Reviewsmentioning

confidence: 79%

Biodanza and Other Dance Forms as a Vehicle for Social-Emotional-Learning in Schools: A Scoping Review

Calçada

Gilham

2022

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In this scoping review, the literature on the relationship between dance and Social Emotional Learning (SEL) was consolidated. Research of various forms of dance on psychosocial outcomes among K-6 populations included: increased sense of belonging, violence prevention, and increased creative thinking and problem-solving responses. The dance form, Biodanza, in particular, may be useful in engaging students in the active practice of social skills, appropriate use of body language, self-regulation, self-awareness, and boundaries. We suggest that using dance as a tool for SEL in the classrooms may contribute to improved student mental health and to more inclusive schools.

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“…It has a regulatory function on the person's behavior, thus, contributing to the quality of the individual's psychosocial functioning. This indicates that resilience plays a fundamental role, so that dancers do not lose focus on the cognitive, motivational, affective and selective processes that constitute self-efficacy for dance practice (Fang, 2021;San-Juan-Ferrer & Hípola, 2020). In a recent systematic review (San-Juan-Ferrer & Hípola, 2020), found that dance is understood as a beneficial component for the emotional and affective development of human beings, besides the fact that it is an element that favors different psychological aspects.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the predictive role of resilience on autonomous motivation (intrinsic regulation, integrated regulation and identified regulation), the multiple regression analyses performed in the present study showed that resilience influenced the participants' intrinsic, integrated and identified regulations for dancing. The results showed that the ability to deal with problems, adapt to changes, overcome obstacles, or resist the stress of adverse situations favors the individual's autonomous engagement and promotes more pleasure and satisfaction with dance practice (Sarkar, 2017;Sarkar & Fletcher 2014;San-Juan-Ferrer & Hípola, 2020). According to the Cognitive Evaluation Theory of SDT, the social contexts and other factors, such as rewards, interpersonal controls and implications that involve the ego, influence motivation and intrinsic interest (Fasey, Sarkar, Wagstaff & Johnston, 2021;Ryan & Deci, 2017) .…”

Section: Discussionmentioning

confidence: 99%

Does resilience predict self-efficacy and motivation in dancers?

Leão

Ferreira²,

Leão

et al. 2023

Retos

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Objective: This cross-sectional study investigated the association among resilience, self-efficacy and motivation in 135 dancers from Theatre Guaíra School of Dance (21,5% men, 26,6±14,3; 78,5% women 17,3 ± 9,7 years old). Methods: The instruments used included the Resilience Scale (RS), The General Self-Efficacy Scale (GSE), and the Sport Motivation Scale II (SMS-II). Data analysis was carried out by using Pearson Correlation Coefficient (PCC) and Multiple Regression (p<.05). Results: As results resilience was positively associated with self-efficacy (r=.32), controlled motivation regulations (r=.18 and 21) and autonomous motivation regulations (rrange=.26 to 36), and negatively associated with amotivation (r=-.18). The Regression analysis found that resilience positively influenced the participants in the sense of achieving self-efficacy (R2=.10; p<.001; β=.32, p<.001), motivation regulation (r2range=.03 to .10; p<.05), controlled motivation (external regulation, β=.18, p<.05, and introjected regulation, β=.21, p<.05), autonomous motivation (intrinsic regulation, β=.31, p<.001, integrated regulation, β=.26, p<.001, and identified regulation, β=.36, p<.001), and amotivation (β=-.18, p<.05). Conclusion: Ultimately, it was concluded that resilience seems to play a protective role against amotivation, in addition to promoting both controlled and autonomous motivation, and self-efficacy in dancers. Keywords: Ballet. Performance. Psychology. Dancers.

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Emotional intelligence and dance: a systematic review

Cited by 16 publications

References 27 publications

Dance on the Brain: Enhancing Intra- and Inter-Brain Synchrony

Dance on the Brain: Enhancing Intra- and Inter-Brain Synchrony

Biodanza and Other Dance Forms as a Vehicle for Social-Emotional-Learning in Schools: A Scoping Review

Does resilience predict self-efficacy and motivation in dancers?

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