A study on the factors influencing the continuous learning of college students' dance learning under perceived value

Abstract

: This study centers on an in-depth discussion of the factors that influence the persistence of college students' dance learning under the perspective of perceived value. This study first identified perceived value, individual interest, self-efficacy and teaching support as key factors that may affect college students' persistence in dance learning through literature review and theoretical analysis. Subsequently, questionnaires and interviews were used to conduct an empirical study with college students. The results of the study showed that perceived value plays a key role in the persistence of college students' dance learning. When college students perceived that dance learning could bring them physical and mental pleasure, enhance their social skills, or help them in their future career development, their motivation and persistence increased significantly. In addition, individual interest and self-efficacy are also important factors affecting the persistence of college students' dance learning. Instructional support, such as guidance from teachers and encouragement from peers, was also effective in promoting college students' persistence in dance learning. The results of this study have important theoretical and practical implications for understanding the motivators of college students' persistence in dance learning, as well as providing strong strategic recommendations for optimizing college dance education. Future research can further explore other factors that may affect persistence in learning to enrich and deepen the results of this study.