Li Meng-Ting
Department, College of Music and Dance, Xinyang Normal University, Xinyang, People's Republic of China.
Psychol Res Behav Manag. 2023 Aug 8;16:3095-3105. doi: 10.2147/PRBM.S421766. eCollection 2023.
Online education has become increasingly popular during the COVID-19 pandemic. Despite its potential for breaking down environmental, geographic, time, and space constraints, many scholars have found that online education still has much room for development. Online physical education, and especially dance education, face challenges due to the high demands of physical interactions and safety requirements. However, only a few scholars have explored the psychological motivations in the context of higher education dance students. Therefore, this study enriches this stream of literature by investigating the motivations of students' intention to use online dance learning.
Structural equation modeling is performed in this study. Empirical data were collected from China to examine the relationship between constructs. This study uses self-determination theory to build a theoretical framework and deeply explore the psychological factors that affect students' attitudes and behavior towards online dance learning. Based on self-determination theory and perceived value theory, the study investigates the interrelationships among the seven latent structures: perceived autonomy on flexibility, perceived online class arrangement competence, perceived usage competence, perceived relatedness with instructors, attitudes, perceived value, and intention to use online dance education.
The structural equation modelling results indicate that perceived autonomy, perceived competence, and perceived relatedness have a positive influence on attitudes, and attitudes have a positive influence on perceived value and the intention to use online dance education. All hypotheses proposed in the theoretical framework are supported by the empirical data analysis.
This study extends the self-determination theory to the online dance education context, providing a new perspective for understanding students' motivation to use online dance classes. The research results also provide theoretical support and management inspiration for the sustainable development of art and physical higher education, particularly online dance education.
在新冠疫情期间，在线教育越来越受欢迎。尽管它有打破环境、地理、时间和空间限制的潜力，但许多学者发现在线教育仍有很大的发展空间。在线体育教育，尤其是舞蹈教育，由于对身体互动的高要求和安全要求而面临挑战。然而，只有少数学者探讨了高等教育舞蹈专业学生背景下的心理动机。因此，本研究通过调查学生使用在线舞蹈学习的动机，丰富了这一文献领域。
本研究采用结构方程模型。从中国收集实证数据以检验各构念之间的关系。本研究运用自我决定理论构建理论框架，并深入探究影响学生对在线舞蹈学习的态度和行为的心理因素。基于自我决定理论和感知价值理论，该研究调查了七个潜在结构之间的相互关系：对灵活性的感知自主性、对在线课程安排能力的感知、对使用能力的感知、与教师的感知关联性、态度、感知价值以及使用在线舞蹈教育的意愿。
结构方程模型结果表明，感知自主性、感知能力和感知关联性对态度有积极影响，并对感知价值和使用在线舞蹈教育的意愿有积极影响。理论框架中提出的所有假设均得到实证数据分析的支持。
本研究将自我决定理论扩展到在线舞蹈教育背景下，为理解学生使用在线舞蹈课程的动机提供了新视角。研究结果也为艺术和体育高等教育，特别是在线舞蹈教育的可持续发展提供了理论支持和管理启示。
