Motivated behaviour in a university dance environment
O'Donoghue, Patrea L. & Jones, Evan L. (2007) Motivated behaviour in a university dance environment. In 17th Annual Meeting of the International Association of Dance and Medical Science, Canberra, Australia.
Introduction This research tested the Hierarchical Model of Intrinsic and Extrinsic Motivation in a university dance environment. The model seeks to establish the determinants and consequences of motivation. In this study, the determinants include the dance training climate, psychological mediators (perceptions of autonomy, perceptions of competence and feelings of relatedness), and types of motivation. The primary consequence examined was the dancer’s Grade Point Average (GPA). The aims of this study were to determine if the dance training climate is related to the dancers' results, and whether individual characteristics of motivation and types of motivation mediate the relationship between the environment and the dancer’s grade. Method Seventy-six university dance students completed a motivation questionnaire (adapted for the dance context) and these students made available their end of semester results and GPA. Results Results clearly indicated support for the model. Relationships between dance training climate and results found a negative correlation for performance (ego involving) climates, whereas a positive correlation was found for mastery (task involving) climates. Of the motivational determinants analysed, four factors (perceived general competence, perceived academic competence, perceived competence in interpersonal relationships, and feelings of acceptance) were found to be significant predictors (p < .05) of the GPA obtained by dancers. These factors collectively accounted for 46% of the variance of dancers' GPAs. Conclusions This study has found support for the benefits of a mastery climate in facilitating higher grades. This type of climate was also found to facilitate greater perceptions of competence in a range of areas, including academia, and enhanced feelings of acceptance amongst peers. Recommendations from this study suggest that university dance institutions foster a mastery climate to enhance performance outcomes and further research is required to determine the predictive nature of a motivation questionnaire in the admissions process.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Dance teaching, intrinsic motivation|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Sport and Exercise Psychology (170114)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||Copyright 2007 Patrea O'Donoghue and Evan L. Jones|
|Deposited On:||16 May 2008|
|Last Modified:||09 Jun 2010 12:59|
Repository Staff Only: item control page