Investigating the Role of Self-Identity in Adults’ Intention for Lifelong Arts Education: An Empirical Study of Dance Learning in China

Abstract

This article explores adult dance education in China, investigating the motivations behind adults pursuing dance as lifelong learning. It examines how personal and consumer values shape adult learners’ self-identity and affect their well-being and intentions regarding dance learning. Using structural equation modeling, the study surveyed 500 Chinese adult dance learners, gathering data from institutions and social media. The results show that personal values, such as gratification and self-esteem, positively influence self-identity, as do consumer values like social and emotional aspects. Self-identity, in turn, directly and indirectly impacts learners’ intentions to continue dance education. These findings illuminate the complex dynamics of adult dance education, emphasizing the personal nature of dance for self-expression and development. Additionally, they underscore the role of consumer values, particularly social and emotional factors, in shaping individuals’ identities within the dance context.

Keywords

lifelong education dance education adult learning self-identity personal values perceived well-being

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