The Relationship between Creative Learning Environment and Creativity in Dance Students: The Mediating Effects of Motivation and Creative Process Engagement

Objectives The purpose of this study was to analyze the effect of dance students' perceptions of creative learning environment on dance creativity and whether creativity motivation and participation in the creative process mediate the relationship between them. Methods A total of 414 dance majors responded to the survey (54 males and 360 females), and the data were analyzed using descriptive statistics, confirmatory factor analysis, internal reliability analysis, correlation analysis, and structural equation modeling. Results The results of the mediating effects of creativity motivation and participation in the creative process are as follows: First, college students' creativity motivation positively and fully mediated the relationship between perceived creative learning environment and creative process engagement. Second, college students' creative process engagement positively partially mediates the relationship between creative learning environment perceptions and dance creativity. Third, college students' engagement in the creative process positively partially mediates the relationship between creativity motivation and dance creativity. Fourth, college students' creativity motivation and participation in the creative process statically partially mediate the relationship between perceived creative learning environment and dance creativity. Conclusions Findings suggest the importance of teaching and learning strategies that can create a learning atmosphere that supports creativity, motivate creativity, and actively engage students in all learning processes in dance in order to promote creative achievement in dance majors who require creativity.