International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 31 December 2024
Author/s:
Lyu, Li
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study aimed to explore the relationship between dance teacher support, dance students’ learning beliefs, and their self-regulation experiences in learning. Through a survey of various dance learners, the study analyzed demographic characteristics, levels of teacher support, students’ learning beliefs, and their self-regulation experiences in the learning process. The results indicated a significant positive correlation between teacher support, students’ learning beliefs, and their self-regulation abilities. Specifically, students who received more teacher support exhibited higher confidence in their learning beliefs and better self-regulation during the learning process. Furthermore, significant differences were found across students with different backgrounds in terms of these three variables. The findings of this study provided important theoretical and practical implications for the field of dance education. Firstly, the crucial role of teachers in supporting students’ learning had been validated, highlighting the need for dance teachers to focus on providing constructive feedback and emotional support. Secondly, enhancing students’ learning beliefs and self-regulation abilities is a key pathway to improving their learning outcomes. Future research could further explore the specific impact of different types of teacher support on students’ learning beliefs and verify the generalizability of these relationships on a larger scale.
Keywords: teacher support, learning beliefs, self-regulated learning, dance education, student motivation, learning outcomes
DOI: https://doi.org/10.5861/ijrse.2024.24773
Cite this article:
Lyu, L. (2024). Teacher support, learning beliefs and self-regulated learning of dance students in China’s vocational college. International Journal of Research Studies in Education, 13(19), 181-192. https://doi.org/10.5861/ijrse.2024.24773