컨템포러리 댄스에 대한 무용전공 대학생의 고정된 마인드셋과 동기조절, 연습참여 간의 관계

Abstract

Objectives The purpose of this study was to investigate whether the mediation effects of motivational regulation in the relationship between students’ fixed mindset of contemporary dance and academic engagement moder-ates by self-efficacy in a university setting.
 Methods A sample of sample of 325 contemporary dancers recruited from eight universities completed a set of questionnaires measuring their fixed mindset, motivational regulation, self-efficacy, and engagement in dance classes. Data were analyzed using descriptive statistics, correlations, and hierarchical regressions through SPSS PROCESS macro version 4.0(Hayes, 2022) to test the moderated mediation effects of self-efficacy.
 Results The results of a moderated mediation analysis were as follows: (1)The effect of contemporary dancers’ motivational regulation on engagement in dance class was fully mediated by self-efficacy. (2)The interaction ef-fect of fixed mindset and self-efficacy on motivational regulation was significant, whereas the interaction effect of motivational regulation and self-efficacy on engagement in dance class was insignificant. (3)Self-efficacy sig-nificantly moderated the effect of fixed mindset on engagement in dance class.
 Conclusions These findings suggest that even though university dance students have a way of thinking that dance ability is not easily changed through practice and learning as innate ability, they should have a strong belief that they can successfully perform the movements during dance class.