Psychosocial Predictors of Well-Being in Collegiate Dancers

Abstract

Although many researchers have examined ill-being (e.g., injury and illness) in dancers, few researchers have examined well-being. In the current study, dancer’s perceptions of the dance motivational climate, dance performance anxiety, dance self-concept, and their relationships to dance well-being were examined. A total of 182 university dance students from five universities completed surveys and a series of multiregression analyses were undertaken to predict well-being. Both dance self-concept and perceptions of a task climate were moderately related to well-being and contributed significantly to elements of well-being: vigor, enthusiasm, confidence, and dedication. An ego climate was unrelated to any of the four dimensions of well-being. Substantial variance was predicted in the various elements of engagement, ranging from 15% to 55%. In particular, two significant interactions indicated that a task climate may have protective effects against anxiety in terms of reducing the detrimental influence that anxiety may have on two forms of well-being: confidence and dedication.

The practice of dance as extracurricular activity is related to higher motivation and physical activity level in students

“…In light of the present study, and of the study conducted by Cunha et al (2016), it is possible assuming that students belonging to the age group 7-11 years show good self-perception, as well as that the aging factor has negative influence on self-concept perception (Serassuel Junior, Cavazzotto, Paludo, Zambrin & Simões, 2015). Therefore, it is possible stating that dance practicing may have the strongest influence on the self-concept of students belonging to groups composed of older children, since there is evidence in the literature that dance practicing improves this variable (Draugelis, Martin, Garn, 2014;Ferreira, Vilella, & Carvalho, 2010).…”

The Relationship Between Occupational Demands and Well-Being of Performing Artists: A Systematic Review

“…Data were collected from professional performing artists in the majority of studies ( n = 15). Only four studies included participants studying in higher education contexts at conservatoires (Quested et al, 2013; Perkins et al, 2017) and universities (Burgoyne et al, 1999; Draugelis et al, 2014). Their subjects spanned the performing arts and included music (Perkins et al, 2017), dance (Quested et al, 2013; Draugelis et al, 2014) and acting (Burgoyne et al, 1999).…”

“…Two studies utilised health conceptualisations; Perkins et al (2017) used a health promotion framework and Sandgren (2002) took a psychosomatic perspective. A wide variety of concepts were cited in the remainder of studies; for example, Draugelis et al (2014) used both achievement goal theory (Roberts, 2001) and self-concept theory (Vispoel, 1993, 1995).…”

Examining the Relationships Between Coaching Practice and Athlete “Outcomes”: A Systematic Review and Critical Realist Critique

“…Studies interested in the motivational climate, have also generally promoted task-oriented environments rather than ego-oriented environments (Reinboth & Duda, 2006;Smith et al, 2016). Coaching practice aligned with autonomy support and task mastery has been broadly related to fostering outcomes of increased wellbeing (Draugelis, Martin, & Garn, 2014), vitality (Reinboth & Duda, 2006) Running head: COACHING PRACTICE AND ATHLETE OUTCOMES de Pol, Kavussanu, & Ring, 2012), and sport persistence (Rottensteiner, Konttinen, & Laakso, 2015).…”