Affective factors which relate to dance on secondary school level
Motivation, stress, anxiety and self-concept are affective variables which may relate to dance performance. An empirical investigation was conducted with the aim to determine the underlying relationship between the different affective variables, to establish the relationship between these variables and achievement in dance and to determine the developmental pattern of the affective factors from Grade 8 to 12. Ninety five dance learners from Grade 8 to 12 were used in the sample. The results showed that motivation correlates positively with self-concept and that self-concept correlates negatively with anxiety and stress. Stress and anxiety showed a positive correlation which indicates that high stress relates to high anxiety. A significant but low negative correlation was found between stress and dance achievement. No significant relationship could be found between dance achievement and motivation, anxiety or self-concept. Similarly, no significant differences could be identified between the affective factors in the different grades.
Keywords: Motivation; Stress; Anxiety; Self-concept; Affective variables; Dance achievement.
South African Journal for Research in Sport, Physical Education and Recreation Vol. 29 (1) 2007: pp. 15-28