Motivation, Learning Climate, and Student Engagement in Dance Education: A Conceptual Framework Grounded in Self-Determination Theory
Keywords:
dance education, self-determination theory, learning climate, student engagement, motivation, conceptual frameworkAbstract
Dance education is a complex and embodied learning domain that integrates physical skill development, emotional expression, and cultural meaning-making. While prior research has examined motivation, learning climate, and student engagement independently, limited attention has been given to their integrated functioning within dance education, particularly in non-Western and collectivist contexts. Grounded in Self-Determination Theory (SDT), this conceptual article proposes an integrative framework that explains how motivational orientations and perceived learning climate jointly shape behavioral, cognitive, and emotional engagement among undergraduate dance students. Drawing on SDT, Astin’s Theory of Involvement, and Kuh’s Theory of Engagement, the article argues that autonomous motivation fosters deeper engagement, that autonomy- and relatedness-supportive learning climates directly enhance engagement, and that learning climate functions as a contextual amplifier of motivational processes. Special attention is given to dance education in collectivist cultural settings, where relatedness, group identity, and cultural heritage may intensify motivational and engagement dynamics. By synthesizing existing literature and advancing theoretically grounded propositions, this article contributes to motivation and engagement theory, extends SDT into dance education, and offers pedagogical insights for culturally responsive teaching in higher education arts programs. Directions for future empirical research are also discussed.
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