| Summary: | 碩士 === 臺北市立大學 === 舞蹈學系暨碩士班 === 102 === This study aimed to determine the status and relationships among sources of confidence, perfectionism, and anxiety among students majoring in dance in college. Questionnaires and purposive sampling were used to collect data from students majoring in dance from six colleges in Taiwan (501 valid inventories received). Research tools adopted include: Sources of self-confidence specific to sport scale, perfectionism in sport scale, and the Three-factor anxiety inventory (Cheng, Hardy &; Markland, 2011), all with factorial validity via confirmatory factor analysis. Results obtained were analyzed via descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient, and stepwise regression analysis. The principal findings are as follows:
1.Collegiate dancers had medium levels of source of self-confidence, perfectionism, and anxiety.
2.Sources of self-confidence were mostly from “mastery of skills” whilst “vicarious experience” was the least favored source of confidence; in perfectionism, “evaluation concerns” and “self standards” were highest; In anxiety, “the regulatory dimension of anxiety” was the highest.
3.In source of self-confidence, students with more experience in performing were at a significantly higher level “ demonstration of ability”; students with higher scores on self-evaluation of skills were at a higher level of source of self-confidence.
4.In perfectionism, students who practiced more often were at a significantly higher level of “self-expectation”; students with higher scores on self-evaluation of dancing were at a higher level of self-expectation; on the contrary, students with lower scores on self-evaluation of dancing were more likely to doubt their own skills and performances.
5.In anxiety, older dancers were found to have a significantly higher level of “physiological anxiety” and “the regulatory dimension”, dancers with more experience in performing, both domestic and abroad, had a significantly higher level of “the regulatory dimension of anxiety”, as for dancers with no experience in performing abroad, they had a significantly higher level of “cognitive anxiety”, dancers with higher scores on self-perception of dance skills had a lower level of “cognitive anxiety”, but a higher level of “the regulatory dimension of anxiety”.
6.Source of self-confidence and perfectionism predicted anxiety, among which “demonstration of ability” and “instruction from teacher” derived from source of self-confidence predicted “the regulatory dimension of anxiety”; “self-doubt” and “concern over mistakes” derived from perfectionism could predict “cognitive anxiety”; “self-expectation”, “concern over mistakes”, and “self-doubt” could predict physiological anxiety; “self-expectation” and “evaluation concerns” could predict “the regulatory dimension of anxiety”.
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