This study examines the perception of self-encouragement in dance performance and the difference. The data collected from 402 dance majors(Korean dance, ballet, modern dance) who completed high school education or higher; was analyzed with frequency analysis, t- test and one-way ANOVA using SPSS 21.0; and the following was drawn as the result. First, self-encouragement of dance majors was relatively low as below the average(44%) suggesting the importance and the use should be promoted. However compared to previous experience, frequent dance performance(79.1%) and self-encouragement increased self-growth and satisfaction(73.1%). Second, no significant difference was found in self-encouragement according to gender and major whereas significant difference was found in self-encouragement by career experience in terms of self-affirmation and linguistic reinforcement. This indicates that high school students and general dance majors perceive encouragement on self-affirmation more than college students of other majors; dance majors with experience less than 10 years and over 30 years showed more perception on encouragement through linguistic reinforcement than dance majors with experience less than 20 years. Self-encouragement can be a positive psychological mechanism to increase the effect of self-growth and dance performance.
This study examines the perception of self-encouragement in dance performance and the difference. The data collected from 402 dance majors(Korean dance, ballet, modern dance) who completed high school education or higher; was analyzed with frequency analysis, t- test and one-way ANOVA using SPSS 21.0; and the following was drawn as the result. First, self-encouragement of dance majors was relatively low as below the average(44%) suggesting the importance and the use should be promoted. However compared to previous experience, frequent dance performance(79.1%) and self-encouragement increased self-growth and satisfaction(73.1%). Second, no significant difference was found in self-encouragement according to gender and major whereas significant difference was found in self-encouragement by career experience in terms of self-affirmation and linguistic reinforcement. This indicates that high school students and general dance majors perceive encouragement on self-affirmation more than college students of other majors; dance majors with experience less than 10 years and over 30 years showed more perception on encouragement through linguistic reinforcement than dance majors with experience less than 20 years. Self-encouragement can be a positive psychological mechanism to increase the effect of self-growth and dance performance.
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