The Effects of Achievement Goal Orientation and Self-Efficacy on Stage Anxiety of Dance Majors in Arts High Schools

The purpose of this study is to analyze the effects of achievement goal orientation and self-efficacy on stage anxiety of dance majors in arts high schools and to provide basic data necessary for educational practice so that students can understand and control their anxiety. To achieve the purpose of the study, a convenience sampling method among non-probability sampling methods was used to analyze the responses of a total of 192 dance majors in arts high schools located in Seoul and Chungcheong regions. The questionnaire consisted of 11 items on achievement goal orientation, 21 items on self-efficacy, and 25 items on stage anxiety, and the results of the analysis are as follows.<br/> First, there was no significant effect of achievement goal orientation on stage anxiety in dance majors in art high schools.<br/> Second, there was a significant effect of self-efficacy on stage anxiety in dance majors in art high schools. Among self-efficacy, self-confidence and self-regulation efficacy had a significant positive effect on all of the sub-factors of stage anxiety, namely cognitive anxiety, physical anxiety, and self-confidence. Preference for task difficulty, a sub-factor of self-efficacy, had a significant negative effect on cognitive anxiety among stage anxiety.<br/> The results of this study suggest that self-efficacy is a significant factor influencing stage anxiety in dance majors at art high schools, and suggest the need for research on empirical methods to help students cope with stage anxiety.