Abstract

Choreography students must generate movement, work with ambiguity, and revise unfinished material under observation, yet quantitative research rarely distinguishes the instructional practices that support generation from those that support reflection and revision. This study examined whether perceived improvisational teaching and perceived reflection-oriented teaching were associated with creative self-efficacy in choreography, including indirect associations through perceived teacher support. The study used cross-sectional survey data from 368 adult choreography undergraduates in 12 comprehensive universities across eastern, central, and western China. Covariance-based structural equation modelling was used to estimate the proposed associations. Both perceived teaching practices were positively associated with perceived teacher support and creative self-efficacy, and perceived teacher support was positively associated with creative self-efficacy. The findings were also consistent with indirect associations through perceived teacher support. The results support a distinction between generation-oriented improvisational practice and regulation-oriented reflective activity and clarify how perceived instructional practice and relational support are jointly associated with creative confidence. Because the variables were measured concurrently through student self-reports, the pattern should be interpreted as associational rather than causal.

Keywords

Supplementary Files

References

• Androshchuk, L. M., Medvid, T., Blahova, T., Zhyrov, O., & Bykova, O. (2023). Training of choreographers in higher education institutions. Harmonia: Journal of Arts Research and Education, 23(1), 14–27. https://doi.org/10.15294/harmonia.v23i1.43559
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, Article 149. https://doi.org/10.3389/fpubh.2018.00149
• Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
• Cui, S., & Fan, Q. (2026). Teacher support, peer support, and art creativity: The mediating roles of learning interest and self-efficacy. Frontiers in Psychology, 17, Article 1763658. https://doi.org/10.3389/fpsyg.2026.1763658
• Eyüp, B. (2023). The effect of creative drama on the creative self-efficacy of pre-service teachers. Journal of Pedagogical Research, 7(4), 48–74. https://doi.org/10.33902/JPR.202321418
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
• Haase, J., Hoff, E. V., Hanel, P. H. P., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1–16. https://doi.org/10.1080/10400419.2018.1411436
• Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115–135. https://doi.org/10.1007/s11747-014-0403-8
• Heyang, T., & Martin, R. (2021). A reimagined world: International tertiary dance education in light of COVID-19. Research in Dance Education, 22(3), 306–320. https://doi.org/10.1080/14647893.2020.1780206
• Huang, R., Zhang, L., & Li, Y. (2025). Transforming dance education in China: Enhancing sustainable development and cultural preservation. Research in Dance Education, 1–29. https://doi.org/10.1080/14647893.2025.2524151
• Jouin, M., Sharvadze, I., Fekete, J., Longuépée, H., Thomas, H., Grados, C., De Wever, J., Gignon, M., & Hainselin, M. (2026). The use of applied improvisation at university: A mini-review. Frontiers in Psychology, 16, Article 1661912. https://doi.org/10.3389/fpsyg.2025.1661912
• Karwowski, M., Lebuda, I., & Wiśniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28(1), 45–57.
• Kerman, N. T., Banihashem, S. K., Karami, M., Er, E., van Ginkel, S., & Noroozi, O. (2024). Online peer feedback in higher education: A synthesis of the literature. Education and Information Technologies, 29(1), 763–813. https://doi.org/10.1007/s10639-023-12273-8
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Larsson, H., Barker, D., Ekberg, J.-E., Engdahl, C., Frisk, A., & Nyberg, G. (2025). Creative dance—Practising and improving … what? A study in physical education teacher education. European Physical Education Review, 31(1), 163–179. https://doi.org/10.1177/1356336X241254284
• Lavender, L. (2009). Dialogical practices in teaching choreography. Dance Chronicle, 32(3), 377–411. https://doi.org/10.1080/01472520903276735
• Lavender, L., & Predock-Linnell, J. (2001). From improvisation to choreography: The critical bridge. Research in Dance Education, 2(2), 195–209. https://doi.org/10.1080/14647890120100809
• Leijen, Ä., Lam, I., Simons, P. R.-J., & Wildschut, L. (2009). Difficulties teachers report about students' reflection: Lessons learned from dance education. Teaching in Higher Education, 14(3), 315–326. https://doi.org/10.1080/13562510902898882
• Liang, Z., Qian, K., Wu, L., Li, M., Zhu, Y., Liu, D., Gu, X., & Zheng, Y. (2026). Teachers' creativity-fostering behaviors and students' creativity: Parallel serial mediation via growth mindset, fear of evaluation, and creative self-efficacy. Thinking Skills and Creativity, 60, Article 102104. https://doi.org/10.1016/j.tsc.2025.102104
• Liu, X.-X., Gong, S.-Y., Zhang, H.-P., Yu, Q.-L., & Zhou, Z.-J. (2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39, Article 100752. https://doi.org/10.1016/j.tsc.2020.100752
• MacGlone, U. (2023). “Being safe means you can feel uncomfortable”: A case study of female students’ participation in a higher education, online improvisation course. Frontiers in Education, 8, Article 1068879. https://doi.org/10.3389/feduc.2023.1068879
• Maxwell, S. E., & Cole, D. A. (2007). Bias in cross-sectional analyses of longitudinal mediation. Psychological Methods, 12(1), 23–44. https://doi.org/10.1037/1082-989X.12.1.23
• Maxwell, S. E., Cole, D. A., & Mitchell, M. A. (2011). Bias in cross-sectional analyses of longitudinal mediation: Partial and complete mediation under an autoregressive model. Multivariate Behavioral Research, 46(5), 816–841. https://doi.org/10.1080/00273171.2011.606716
• May, J., Redding, E., Whatley, S., Łucznik, K., Clements, L., Weber, R., Sikorski, J., & Reed, S. (2020). Enhancing creativity by training metacognitive skills in mental imagery. Thinking Skills and Creativity, 38, Article 100739. https://doi.org/10.1016/j.tsc.2020.100739
• Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
• Ravn, S. (2020). Investigating dance improvisation: From spontaneity to agency. Dance Research Journal, 52(2), 75–87. https://doi.org/10.1017/S0149767720000182
• Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
• Richard, V., Brown, D. M. Y., Garcías, S., Almarcha, M., Cairney, J., & Torrents, C. (2024). The exploration of the holistic and complex impacts of creative dance on creative potential enhancement. The Journal of Creative Behavior, 58(3), 511–529. https://doi.org/10.1002/jocb.673
• Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Schwender, T. M., Rudi, H., & Stortz, S. (2025). Creating, framing, reflecting—Dance as embodied reflective practice in professional development for physical education teachers. Frontiers in Education, 10, Article 1542371. https://doi.org/10.3389/feduc.2025.1542371
• Shaw, A., Kapnek, M., & Morelli, N. A. (2021). Measuring creative self-efficacy: An item response theory analysis of the Creative Self-Efficacy Scale. Frontiers in Psychology, 12, Article 678033. https://doi.org/10.3389/fpsyg.2021.678033
• Shi, Y., Cheng, Q., Wei, Y., Liang, Y., & Zhu, K. (2025). Effects of peer and teacher support on students' creative thinking: Emotional intelligence as a mediator and emotion regulation strategy as a moderator. Journal of Intelligence, 13(5), Article 53. https://doi.org/10.3390/jintelligence13050053
• Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268–274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
• Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
• Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.5465/3069429
• Treacy, D. S., & Gaunt, H. (2021). Promoting interconnections between reflective practice and collective creativity in higher arts education: The potential of engaging with a reflective matrix. Reflective Practice, 22(4), 488–500. https://doi.org/10.1080/14623943.2021.1923471
• Vargas-Madriz, L. F., Konishi, C., & Wong, T. K. (2024). A meta-analysis of the association between teacher support and school engagement. Social Development, 33(4), Article e12745. https://doi.org/10.1111/sode.12745
• Wu, J., Yan, Z., Yang, Y., Zhu, J., Xiong, Y., & Chen, J. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, Article 102487. https://doi.org/10.1016/j.ijer.2024.102487
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.