Abstract
The survey was conducted on 184 contemporary dance majors nationwide to examine the self-leadership effects of university life adaptation and verify the intermediate effects of college support. The results showed that self-leadership behavior-oriented strategies had a static effect on academic adaptation in college life, and that behavior-oriented and constructive thinking strategies had a static effect on social adaptation. Finally, it was found that professor support acts as an arbitrator in behavior- oriented strategies, academic adaptation, social adaptation, individual emotional adaptation, constructive thinking, and social adaptation. "Application and development of a self-directed education system," "improvement of self-directed awareness through follow-up research," and "school-level support for adapting to university life" were presented, focusing on the results and discussions.
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