A Study of Dance Aesthetic Education on the Influence of College Students' Physical and Mental Health Conditioning Capacity and Aesthetic Quality: Mediated By Geng, Tian

다국어 초록 (Multilingual Abstract)

Based on the dance aesthetic education of public elective dance courses in Chinese universities, and taking its promotion of aesthetic accomplishment of non-dance majors in Chinese universities as the breakthrough point, this paper discusses the intermediary role of learning motivation in the influence of aesthetic accomplishment on college students' physical and mental health conditioning capacity and its relationship. Through literature investigation and empirical analysis, this paper firstly defines the concept of dance aesthetic education and the meaning of aesthetic quality, and explores how dance aesthetic education can promote the physical and mental health of non-dance majors in Chinese universities by improving individual aesthetic quality. A theoretical model with learning motivation as a parameter was constructed and verified by random sampling method. Relevant data were collected from 830 non-dance college students in China, and 802 valid questionnaires were screened out after validity test. Statistical analysis SPSS 25.0 software was used for correlation analysis, variance analysis, adjustment analysis and multiple regression analysis. In dance aesthetic education, which regulates the physical and mental health of non-dance majors, this paper analyzes and studies the influence of students' learning motivation on aesthetic quality, and uses structural equation modeling to verify the hypothesis. The results show that the aesthetic quality of dance aesthetic education has a significant positive influence on the ability of non-dance college students to adjust their physical and mental health. aesthetic quality can improve students' emotional regulation ability, reduce stress feelings, enhance positive attitude towards life, and contribute to physical and mental health. Furthermore, learning motivation plays an important mediating role between aesthetic quality and the ability to regulate physical and mental health. That is to say, the promotion of aesthetic quality can promote students' physical and mental health development through positive learning attitudes and behaviors than stimulating their learning interest and intrinsic motivation. This study not only provides empirical support for the value of dance aesthetic education, but also provides theoretical basis for the development of dance aesthetic education courses in colleges and universities, and has important guiding significance for optimizing the practice of college students' mental health education. Based on the findings, this study makes the following suggestions: First of all, it is necessary to enhance the attraction of dance aesthetic education, create a positive learning environment, and make dance aesthetic education courses more lively and interesting. Secondly, stimulate students' intrinsic motivation, encourage students to explore the essential value of dance art, and understand the relationship between dance, personal expression and cultural heritage. Third, the integration of mental health education strengthens the connection between dance aesthetic education and physical and mental health, emphasizing the positive effects of dance on physical and mental health, such as improving physical coordination, reducing stress and anxiety, and understanding how to manage emotions and stress through dance. The fourth is interdisciplinary integration education, which combines dance with other disciplines such as literature, history and psychology to improve students' overall understanding of dance art. Keywords: Dance Aesthetic Education, Aesthetic Quality, Physical and Mental Health, Learning Motivation, Mediating Effect

목차 (Table of Contents)

• Abstract iii
• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 1) Theoretical Significance 3
• 2) Practical Significance 3
• 3) Social Significance4
• 2. Research Purpose 4
• 3. Research Questions 5
• II. Theoretical Background 6
• 1. Aesthetics and Aesthetics 6
• 1) Definition of Aesthetics6
• 2) Definition of Dance Aesthetics 6
• 3) Definition of Aesthetics6
• 4) Definition of Dance Aesthetics 7
• 5) The Relationship Between Aesthetics and Aesthetics 8
• 6) The Relationship Between Dance Aesthetics and Dance
• Aesthetics 9
• 7) Aesthetic Characteristics of Dance 11
• 2. Aesthetic Education 12
• 1) Definition of Aesthetic Education 12
• 2) Cognition of Aesthetic Education 12
• 3) Development History of Aesthetic Education16
• 4) The Significance of Developing Aesthetic Education 21
• 5) Current Status and Existing Problems of Aesthetic Education
• Development in China 22
• 6) Characteristics Western Aesthetic Education23
• 3. Dance Aesthetic Education27
• 1) The Concept of Dance 27
• 2) Dance Education 28
• 3) Dance Aesthetic Education 33
• 4) Development History of Chinese Dance Aesthetic Education 33
• 4. Definition and Structure of Aesthetic Quality 37
• 1) Definition of Aesthetic Accomplishment37
• 2) The Structure of Aesthetic Quality38
• 3) Research on Aesthetic Quality39
• 5. Analysis of the Current Situation and Causes Contemporary
• College Students' Physical and Mental Health Problems 41
• 1) Current Status of Physical and Mental Health41
• 2) Physical and Mental Problems42
• 6. Learning Motivation Theory43
• 1) The Concept of Learning Motivation43
• 2) Classification of Learning Motivation 44
• 7. The Influence Mechanism of Aesthetic Accomplishment on
• Physical and Mental Health in Dance Aesthetic Education 46
• III. Research Methods50
• 1. Research Object 50
• 2. Research Model51
• 3. Research Hypothesis 53
• 4. Research Methods 53
• 1) Literature Research Method 53
• 2) Questionnaire Survey Method 54
• 5. Study Procedures 64
• 1) Preliminary Study 64
• 2) Formal Research 66
• 6. Data Analysis67
• Ⅳ. Research Results69
• 1. Descriptive Statistics69
• 2. Differences Analysis71
• 1) Demographics in Learning Motivation 71
• 2) Demographics in Dance Aesthetic Quality 74
• 3) Demographics in Physical and Mental Health Conditioning
• Capacity 76
• 3. Correlation Analysis 79
• 4. Regression Analysis 82
• 1) Influence of Aesthetic Quality on Physical and Mental Health
• Conditioning Capacity 82
• 2) The Influence of Learning Motivation on Physical and Mental
• Health Conditioning Capacity 84
• 3) Effects of Learning Motivation on Aesthetic Quality86
• 5. Mediation Effect 88
• 1) Construction of the Model and Fitting of the Model 89
• 2）Model Path Test Results90
• 3) Mediation Effect Test Results92
• 6. Results of Reserch Hypothesis Testing93
• Ⅴ. Discussion and Conclusions 94
• 1. Discussion on the General Status of Aesthetic Literacy, Learning
• Motivation, and Physical and Mental Health Regulation Ability 94
• 2. Discussion Aesthetic Quality、Leaning Motivation and Physical
• and Mental Health Conditioning Capacity Demographic Variable
• Relationships 96
• 3. Discussion on the Relationship Between Aesthetic Quality,
• Learning Motivation and Physical and Mental Health
• Conditioning Capacity98
• 4. Discussion on the Mediating Effect of Learning Motivation on
• Aesthetic Quality and Physical and Mental Health Conditioning
• Capacity 100
• 5. Suggestions 101
• 6. Limitations 105
• References107
• Appendix 112
• 국문초록 116