The Relationship between Innovative Self-Efficacy and Innovative Ability of Dance Majors' Students in Chinese Universities Research

Autor/inn/en	Li, Le; Chang, Yuan-Cheng
Titel	The Relationship between Innovative Self-Efficacy and Innovative Ability of Dance Majors' Students in Chinese Universities Research
Quelle	In: Educational Research and Reviews, 18 (2023) 5, S.93-103 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Self Efficacy; Dance Education; Majors (Students); Gender Differences; Creativity; Innovation; Undergraduate Students; Student Attitudes; Creative Thinking; China + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Dance; Education; Tanzerziehung; Geschlechterkonflikt; Kreativität; Schülerverhalten; Kreatives Denken
Abstract	The cultivation of innovative ability is an important part of China's current long-term education planning and innovative development-driven strategy, as well as an important issue of university teaching reform. The cultivation of innovative ability of dance professionals in colleges and universities is a problem of great concern for dance majors in terms of innovative teaching and new curriculum reform. The purpose of this study is to analyze the relationship between innovative self-efficacy and innovative ability of dance majors, as well as the gender differences between the two. Through a questionnaire survey of dance majors in 6 universities in central China, 565 valid questionnaires were collected, and the relationship between variables was tested by difference analysis and Structural Equation Model model. The research results show that there are significant differences between genders in terms of innovative self-efficacy and innovative ability of dance majors; the innovative self-efficacy of dance majors has a positive impact on their innovative ability. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01