Affective factors which relate to dance on secondary school level

Abstract

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