A Study on the Mediating Effects of Resilience and Learning Anxiety on Learning Engagement and Academic

다국어 초록 (Multilingual Abstract)

In recent years, alongside rapid economic development, the field of education has experienced significant growth, and higher education has entered a stage of massification. Amid this context, the quality of higher education and the academic satisfaction of university students have garnered increasing attention. Dance major students, in particular, face specialized curricula, rigorous learning processes, and high psychological demands, necessitating an in-depth examination of their learning psychology and academic satisfaction. Academic satisfaction serves as a key indicator for assessing the quality of higher education and has a direct impact on students’ academic growth and career development. This study aimed to explore the relationship between learning engagement and academic satisfaction among Chinese dance major university students, specifically investigating the mediating roles of resilience and learning anxiety. By theoretically examining the relationships among these variables, the study developed and tested a research model. The participants comprised 521 dance major students from five universities in central China. From January 3 to January 8, 2024, survey data were collected to measure learning engagement, learning anxiety, resilience, and academic satisfaction. Data analysis included descriptive statistics, ANOVA, correlation analysis, and multiple regression analysis using SPSS 26.0. Structural equation modeling was conducted using AMOS 25.0 to analyze path coefficients and mediating effects. The findings were as follows. First, significant differences in learning engagement, learning anxiety, resilience, and academic satisfaction were observed based on gender, only-child status, and academic grade among dance major students. Second, both learning engagement and resilience had significant positive effects on academic satisfaction, while learning anxiety negatively impacted academic satisfaction. Third, learning anxiety mediated the relationship between learning engagement and academic satisfaction. Forth, resilience also mediated the relationship between learning engagement and academic satisfaction. This study provides educational recommendations aimed at enhancing the academic satisfaction of Chinese dance major students. Universities should prioritize strengthening students' learning engagement and creating an educational environment that alleviates learning anxiety. Improvements in teaching methods, enhanced student support, and the cultivation of a positive learning atmosphere are essential for enabling students to overcome challenges and difficulties, thereby boosting their academic satisfaction. Keywords: Chinese Dance Major University Students, Learning Engagement, Academic Satisfaction, Resilience, Learning Anxiety

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 6
• II. Theoretical Background 7
• 1. Dance and Dance Major Education 7
• 1) Concept and Importance of Dance 7
• 2) Characteristic of Dance Major Education 10
• 3) Prior Research of Dance Major Education 20
• 2, Learning Engagement 23
• 1) Concept of Learning Engagement24
• 2) Dimensions of Learning Engagement26
• 3) Previous Research on Learning Engagement 29
• 3. Resilience32
• 1) Concept of Resilience32
• 2) Dimensions of Resilience 34
• 3) Previous Research on Resilience36
• 4. Learning Anxiety39
• 1) Concept of Learning Anxiety40
• 2) Dimensions of Learning Anxiety 42
• 3) Previous Research on Learning Anxiety 44
• 5. Academic Satisfaction47
• 1) Concept of Academic Satisfaction47
• 2) Dimensions of Academic Satisfaction 49
• 3) Previous Research on Academic Satisfaction52
• 6. Relationships between Variables 55
• III. Research Method 59
• 1. Research Model and Hypotheses 59
• 1) Research Model59
• 2) Research Hypotheses 61
• 2. Research Subjects 62
• 3. Research Instruments 63
• 1) Learning Engagement Scale 64
• 2) Resilience Scale66
• 2) Learning Anxiety Scale 69
• 4) Academic Satisfaction Scale 72
• 4. Data Analysis74
• Ⅳ. Research Results77
• 1. Descriptive Statistics 77
• 2. Differences Analysis78
• 3. Correlation Analysis 89
• 4. Regression Analysis 91
• 1) Learning Engagement on Academic Satisfaction91
• 2) Learning Engagement on Learning Anxiety 92
• 3) Regression Analysis of Learning Engagement on Resilience 94
• 4) Learning Anxiety on Academic Satisfaction 95
• 5) Resilience on Academic Satisfaction 96
• 5. Mediation Analysis 97
• 1) Model Structure and Fit 97
• 2) Path Analysis 98
• 3) Mediation Effect Testing 100
• 6. Results of Research Hypothesis Testing101
• V. Conclusion102
• 1. Discussion and Conclusion 102
• 2. Suggestion and Limitations107
• References 113
• Appendix 134
• 국문초록137
• List of Table
• <!-- Not Allowed Attribute Filtered ( 1) --><Table> Overview of Dance Major Education 16
• <!-- Not Allowed Attribute Filtered ( 2) --><Table> Challenges and Consequences of Dance Major Education 23
• <!-- Not Allowed Attribute Filtered ( 3) --><Table> Key Concepts of Learning Engagement26
• <!-- Not Allowed Attribute Filtered ( 4) --><Table> Dimensions of Learning Engagement 29
• <!-- Not Allowed Attribute Filtered ( 5) --><Table> Concept of Resilience 34
• <!-- Not Allowed Attribute Filtered ( 6) --><Table> Dimensions of Resilience 36
• <!-- Not Allowed Attribute Filtered ( 7) --><Table> Concept of Learning Anxiety 42
• <!-- Not Allowed Attribute Filtered ( 8) --><Table> Dimensions of Learning Anxiety 44
• <!-- Not Allowed Attribute Filtered ( 9) --><Table> Concept of Academic Satisfaction 49
• <!-- Not Allowed Attribute Filtered ( 10) --><Table> Dimensions of Academic Satisfaction52
• <!-- Not Allowed Attribute Filtered ( 11) --><Table> Research Hypotheses61
• <!-- Not Allowed Attribute Filtered ( 12) --><Table> Demographic Characteristics of the Participants 63
• <!-- Not Allowed Attribute Filtered ( 13) --><Table> Exploratory Factor Analysis of Learning Engagement
• Scale65
• <!-- Not Allowed Attribute Filtered ( 14) --><Table> Reliability Test of Learning Engagement Scale 65
• <!-- Not Allowed Attribute Filtered ( 15) --><Table> Validity Test of Learning Engagement Scale66
• <!-- Not Allowed Attribute Filtered ( 16) --><Table> Exploratory Factor Analysis of Resilience Scale67
• <!-- Not Allowed Attribute Filtered ( 17) --><Table> Reliability Test of Resilience Scale 68
• <!-- Not Allowed Attribute Filtered ( 18) --><Table> Validity Test of Resilience Scale 69
• <!-- Not Allowed Attribute Filtered ( 19) --><Table> Exploratory Factor Analysis of Learning Anxiety Scale 70
• <!-- Not Allowed Attribute Filtered ( 20) --><Table> Reliability Rest of Learning Anxiety Scale 71
• <!-- Not Allowed Attribute Filtered ( 21) --><Table> Validity Analysis of Learning Anxiety Scale 71
• <!-- Not Allowed Attribute Filtered ( 22) --><Table> Exploratory Factor Analysis of Academic Satisfaction
• Scale 73
• <!-- Not Allowed Attribute Filtered ( 23) --><Table> Reliability Test of Academic Satisfaction Scale74
• <!-- Not Allowed Attribute Filtered ( 24) --><Table> Validity Test of Academic Satisfaction Scale 74
• <!-- Not Allowed Attribute Filtered ( 25) --><Table> Descriptive Statistics of Main Variables 78
• <!-- Not Allowed Attribute Filtered ( 26) --><Table> Gender Differences in Learning Engagement 79
• <!-- Not Allowed Attribute Filtered ( 27) --><Table> Only-child Status Differences in Learning Engagement 80
• <!-- Not Allowed Attribute Filtered ( 28) --><Table> Grade Differences in Learning Engagement 81
• <!-- Not Allowed Attribute Filtered ( 29) --><Table> Gender Differences in Learning Anxiety82
• <!-- Not Allowed Attribute Filtered ( 30) --><Table> Only-child Status Differences in Learning Anxiety 82
• <!-- Not Allowed Attribute Filtered ( 31) --><Table> Grades Differences in Learning Anxiety 83
• <!-- Not Allowed Attribute Filtered ( 32) --><Table> Gender Differences in Resilience84
• <!-- Not Allowed Attribute Filtered ( 33) --><Table> Only-child Status Difference in Resilience85
• <!-- Not Allowed Attribute Filtered ( 34) --><Table> Test Results of Resilience across Different Grades 86
• <!-- Not Allowed Attribute Filtered ( 35) --><Table> Gender Differences in Academic Satisfaction 87
• <!-- Not Allowed Attribute Filtered ( 36) --><Table> Only-child Status Differences in Academic Satisfaction 87
• <!-- Not Allowed Attribute Filtered ( 37) --><Table> Grade Differences in Academic Satisfaction88
• <!-- Not Allowed Attribute Filtered ( 38) --><Table> Correlation Analysis between Main Variables 89
• <!-- Not Allowed Attribute Filtered ( 39) --><Table> Correlation Analysis between Sub-Dimensions90
• <!-- Not Allowed Attribute Filtered ( 40) --><Table> Regression Analysis of Learning Engagement on
• Academic Satisfaction 92
• <!-- Not Allowed Attribute Filtered ( 41) --><Table> Regression Analysis of Learning Engagement on
• Learning Anxiety 93
• <!-- Not Allowed Attribute Filtered ( 42) --><Table> Regression Analysis of Learning Engagement on
• Resilience 94
• <!-- Not Allowed Attribute Filtered ( 43) --><Table> Regression Analysis of Learning Anxiety on Academic
• Satisfaction 95
• <!-- Not Allowed Attribute Filtered ( 44) --><Table> Regression Analysis of Resilience on Academic
• Satisfaction 96
• <!-- Not Allowed Attribute Filtered ( 45) --><Table> Fit Indices of the Structural Equation Model98
• <!-- Not Allowed Attribute Filtered ( 46) --><Table> Path Estimation of Structural Equation Model 99
• <!-- Not Allowed Attribute Filtered ( 47) --><Table> Indirect, Direct, and Total Effects of the Model 100
• <!-- Not Allowed Attribute Filtered ( 48) --><Table> Results of the Research Hypothesis101