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

Introduction

The majority of people receive formal education at institutions such as schools and universities that follow official curriculums (Nunan, 2003). For instance, students majoring in arts can pursue degrees at universities. In addition to formal education, lifelong learning, or continuous learning, has been emphasized in recent years. Lifelong learning is the ongoing pursuit of knowledge and its application to improve one's intellectual, social, emotional, and economic well-being (Johnson, 2013).

Lifelong learning encompasses various areas of education. Talmage et al. (2019) found that adults can be interested in lifelong learning about global issues, religion/philosophy, and social issues (Talmage et al., 2019). This kind of education is particularly important in a rapidly changing, knowledge-based era (Houle, 1957; Laal & Salamati, 2012). As education is influenced by a person's developmental changes (Houle, 1974), lifelong learning offers numerous benefits for individuals, such as acquiring new skills, adapting to new challenges, and building resilience to changes (Laal & Salamati, 2012). In lifelong learning contexts, the diverse backgrounds, experiences, and goals of adult learners need to be carefully considered by education providers to ensure that the programs meet the unique needs and aspirations of each individual (Lawton & La Porte, 2013).

For example, art education programs for older adults aim to develop their cognitive capabilities and provide meaningful engagement through creative expression. These programs differ from formal education, where learners typically follow structured curricula. As a kind of physical education, dance education differs significantly from other social activities in its ability to engage participants holistically—integrating body, mind, and emotions (Wilber et al., 2008).

In addition to retired older adults, an increasing number of working adults are seeking dance education. Zhiyanzixun (2019) reported that in 2019, the market share for adult dance education was around $4.5 billion USD, and Guanyantianxia (2022) reported that the demand for dance education will increase. In Beijing, for example, the ballet education market for adults is growing rapidly. Several ballet schools cater to working or retired adults, such as Ballet Family, Moon Ballet, and U-Turn. Although these schools are not formal universities, they are equipped with experienced instructors from well-known ballet companies and universities, such as the National Ballet of China and Beijing Dance Academy. This trend is also evident in other metropolitan cities like Shenzhen and Shanghai, as well as in relatively less developed cities such as Shijiazhuang.

A motivation behind this trend could be the development of self-identity. Self-identity shapes how individuals perceive themselves and their roles in various contexts, including educational settings (Lapsley & Stey, 2008). Dance education offers unique benefits such as fostering creativity, emotional expression, and physical well-being (Wilber et al., 2008). These aspects are closely tied to one's self-identity. Studying self-identity in the context of dance education can reveal how personal and consumer values, which refer to the benefits obtained from consumption experiences (Holbrook, 2002), shape learners’ identities and motivations, providing deeper insights into their educational journeys and well-being.

Therefore, this study aims to investigate adult learners’ intention to pursue dance education and to provide suggestions for the development of adult dance education. The research questions are: How do personal values and consumer values contribute to adult dance learners’ self-identity? How does self-identity influence perceived well-being and the intention to pursue dance learning? We employed a theoretical framework grounded in self-identity, personal values, and consumer values to address these questions (Holbrook, 1999; Horowitz, 2012). We conducted an online survey in China, targeting adult dance learners who had received, or were receiving, dance education in their spare time. We then performed structural equation modeling to analyze the data and test our hypotheses.

Literature Review

Adults’ dance education can be considered a type of lifelong learning because it promotes continuous personal growth, skill development, and emotional well-being throughout an individual's life. Regarding the literature on lifelong learning, Talmage et al. (2019) found that learning experience, community environment, learning quality, and learning access are crucial dimensions for improving the value for adult learners. Anchored in the theory of planned behavior, which suggests that an individual's intention to engage in a behavior is influenced by their attitudes, subjective norms, and perceived behavioral control. Partsch and Landberg (2024) found that both social pressures (subjective norms) and the individual's belief in their ability to perform the behavior (perceived behavioral control) are positively related to the intention to participate in lifelong learning (Partsch & Landberg, 2024). Similarly, Van Nieuwenhove and De Wever (2024) also highlighted the importance of perceived behavioral control, which refers to how much control individuals feel they have over their learning process (Van Nieuwenhove & De Wever, 2024). In addition, time availability has been found important for adult learners (Rüter & Martin, 2022). However, self-identity has rarely been studied.

When narrowing down from general lifelong education to art education, most research on art education focuses on formal art education (Almogren, 2022). Informal adult dance education is a field that receives less attention. For instance, informal learning of square dance has been found to enhance the self-identity and self-satisfaction of older adults, helping them better integrate into society (Zhu & Li, 2021). These findings align with broader research in dance education, which highlights the role of dance in fostering emotional expression, creativity, and personal growth (Borowski, 2023). By focusing on the intersection of personal and consumer values in shaping self-identity, this research offers a nuanced understanding of how dance education supports both personal growth and sustained engagement in learning.

Moreover, most research on lifelong education focuses on the older generation (de Lima Flauzino et al., 2022; So & Shek, 2011). By integrating insights from works like those of Zhu and Li (2021) on identity development in older adult dance programs, this research further broadens the scope of understanding the impact of dance education across different age groups and cultural contexts. By focusing on adult dance learners, this study offers new perspectives on how dance education can serve as a critical component of lifelong learning, particularly in enhancing self-identity and emotional well-being.

Research Framework

The theoretical framework is based on the theories of personal values, consumer values, and self-identity. In previous literature reviews, we found that some studies have indicated that informal learning of square dance effectively enhances the self-identity and self-satisfaction of older adults and helps them better integrate into society (Zhu & Li, 2021). This suggests that personal values (i.e., personal satisfaction and self-esteem) are decisive factors in self-identity during the process of older adults learning dance. However, does this relationship (i.e., the relationship between personal satisfaction, self-esteem, and self-identity) also apply to adult dance education? To date, this issue has not been widely discussed.

Schwartz (2012) defines personal values as desirable end states that vary in importance and serve as guiding principles in people's lives. They apply to all circumstances, including direct assessments of behavior. By distinguishing between various motivational goals, a typology of values is developed from four dimensions: self-transcendence, self-enhancement, conservation, and openness to change (De Pelsmacker et al., 2016). Personal values are deeply held beliefs that guide an individual's behavior and decisions across various aspects of life, including education and work. These values reflect one's self-perceptions and opinions, shaping how individuals view their roles and actions in different contexts (Sagiv et al., 2017). For example, in education, personal values might include a commitment to self-improvement, a desire for knowledge, or the importance of self-respect and fulfillment (Ledden et al., 2007). These intrinsic values are key determinants of educational outcomes, as they influence an individual's motivation to engage in and benefit from learning.

Consumer values, on the other hand, are related to the benefits and satisfaction individuals derive from their consumption experiences (Holbrook, 2002). These values are more situational and are specific to the context of consuming a product or service. In the context of adult education, consumer values might include the social enjoyment of participating in a class, the emotional gratification of mastering a new skill, or the perceived economic value of the investment in education (Sánchez-Fernández et al., 2009). Unlike personal values, which are broader and more enduring, consumer values are focused on the specific experiences and outcomes that individuals seek from their engagement in activities like dance education. These values play a critical role in determining whether learners feel that their experiences meet their expectations and whether they are motivated to continue participating in such activities. High consumer values from consumption experiences motivate strong intentions toward purchase behavior (Nwankwo et al., 2014). This theory is suitable for studying adult education, which is not compulsory or formal education but more akin to voluntary behavior and the consumption of arts and physical activities. The values adult learners derive from their experiences are critical in determining their willingness to continue purchasing dance education.

Self-identity refers to self-awareness about “who I am” (Drummond, 2021). It is anchored in ideas that a self-identifying subject adopts, passively or actively, during reflection on social and cultural legacies. This belief is particularly grounded in the substance of specific experiences. Self-identity is shown to play an important role in user behavior (Jung & Bice, 2019). In this study, it is hypothesized that dance is a means to develop and express identity. As adults face increasing pressure from work, family, and society, the desire to develop self-identity aligns with interests in dance education.

The reasons for integrating these three theories are as follows. Personal and consumer values articulate adult dance learners’ perceived value from different dimensions. While both assume that the values associated with a behavior are important, their focuses differ and complement each other. Personal values alone cannot capture the characteristics of adult learning as a unique form of consumption, and consumer values alone cannot explain the personal development aspect of lifelong education. Therefore, combining the two theories provides a comprehensive understanding of how adult learners form their values from both self-advancement and self-consumption perspectives. To the best of the authors’ knowledge, no previous theoretical studies have adopted this perspective to investigate adult dance learning.

Moreover, previous studies have indicated that personal values are determinants of self-identity (De Pelsmacker et al., 2016). However, the association between personal gratification, self-esteem, and self-identity is largely unexplored. Linking personal values (i.e., personal gratification, self-esteem) and self-identity can extend existing theoretical research by exploring new potential constructs (Li et al., 2023a). Additionally, the relationship between consumption value and self-identity is a novel investigation. It is theoretically reasonable to propose that similar to personal values, consumers can form a strong identity through the perceived value from arts consumption, as seen in luxury consumption. Therefore, linking consumer value and self-identity can enhance the existing literature by empirically studying new relationships.

Another important mediator introduced in this study is perceived well-being. In recent years, especially after the pandemic, there has been increasing public attention to physical and mental well-being (Li et al., 2023b). It has been found that outdoor recreation has an influence on well-being (Puhakka, 2021). Moreover, research has shown that self-identity is closely linked to mental well-being, as individuals who have a strong, positive sense of self are more likely to experience higher levels of psychological health and life satisfaction (Corden et al., 2021). This connection suggests that when individuals engage in activities that reinforce their self-identity—such as lifelong learning through dance—they may also experience improvements in their overall well-being. Therefore, incorporating both self-identity and perceived well-being into this study is essential for understanding how these factors interact to influence adult learners’ motivations and outcomes in lifelong learning. By exploring this connection, the study can provide deeper insights into how reinforcing self-identity through educational activities contributes to mental well-being and fosters continued engagement in lifelong learning.

Hypotheses

The theoretical model is depicted in Figure 1. As seen in Figure 1, a total of seven hypotheses were developed. In the current study, we explored two aspects of personal values: personal gratification and self-esteem. Personal gratification refers to the satisfaction and pleasure individuals derive from fulfilling their desires and needs, which contributes to a sense of happiness and contentment. Self-esteem, on the other hand, is the value and respect individuals hold for themselves, often based on their perceived competence and accomplishments.

Figure 1.

The Theoretical Model.

Self-gratification helps individuals meet their fundamental physical and emotional needs, fostering a positive self-identity based on happiness and contentment (Shafqat et al., 2023). By reiterating a sense of competence and success, celebrating one's accomplishments and successes can boost self-esteem and self-identity (Nyakudya et al., 2022). Moments of personal gratification increase self-belief and confidence, resulting in a more positive self-identity. Pursuing interests that bring happiness and fulfillment, such as learning to dance, aligns with one's values, cultivates an authentic self-identity, and promotes living by one's principles. Therefore, we hypothesize: (H1) Personal gratification has a positive influence on self-identity.

Self-esteem is fundamentally shaped by one's sense of self-worth (Bırni & Eryılmaz, 2024). Individuals with strong self-esteem are more likely to view themselves favorably, emphasizing their qualities, worth, and strengths. Conversely, low self-esteem can lead to a negative self-identity, where individuals may perceive themselves as inadequate or undeserving (Szcześniak et al., 2021). Based on this, it is reasonable to hypothesize that when adults develop self-esteem through dance learning, they will have a more positive self-identity. Therefore, we hypothesize: (H2) Self-esteem has a positive influence on self-identity.

People frequently utilize feedback from others and social interactions as a mirror to examine themselves and develop their sense of self (Krause et al., 2021). Individuals tend to assimilate certain values into their self-identity when these values are validated by others. To achieve social approval and self-esteem through dancing, which can serve as a means of self-expression, individuals may strive to develop and identify with intellectual attributes, especially in societies that value intelligence and personal growth. Social value systems often lead to the formation of identity groups or communities (Reddy & van Dam, 2020). Individuals may identify with dance groups that share their values or those they aspire to adopt. Being part of these dance learning communities can profoundly influence one's sense of self by fostering shared standards, values, and beliefs. Therefore, we hypothesize: (H3) Social values have a positive influence on self-identity.

Emotional values are closely tied to the experiences and events that shape an individual's life (Jayawickreme et al., 2021). A person's essential self-identity is often partly formed by their emotional values. Individuals are more likely to form positive fundamental beliefs about their capabilities and self-worth when they regularly experience emotions such as pride, accomplishment, or acceptance (Khajavy & Lüftenegger, 2024). Positive emotional experiences in dance learning can lead individuals to view themselves more favorably, helping them develop a self-identity characterized by self-assurance and confidence (Kveton-Bohnert, 2017). As a result, we hypothesize: (H4) Emotional values have a positive influence on self-identity.

The existing research found that participation in sports can develop their self-identity and self-transformation, which enhances well-being (McGannon et al., 2020). In the field of dance, dancing can contribute to the development of aesthetic, creative, and artistic awareness, which can be part of a dance learners’ identity and encourage a positive outlook on life (Chappell et al., 2021). Similarly, it is hypothesized that dance learners can achieve greater self-awareness through the emotional and social values, gratification, and self-esteem they gain from dance classes, providing them with more courage to face challenges in work and life. Therefore, we hypothesize: (H5) Self-identity has a positive influence on perceived well-being.

Well-being considerations can be a determinant of individuals’ intentions. For example, subjective well-being can explain users’ intention to use virtual reality in tourism (Kim et al., 2020). If individuals perceive that they can experience happiness from a behavior, they are more likely to engage in it (Kim et al., 2020). In the dance field, when adult learners perceive that they can enhance their well-being, exemplified by better physical and mental health conditions and a more satisfactory life experience, they are more willing to pursue dance education throughout their lives. Therefore, we hypothesize: (H6): Perceived well-being has a positive influence on learning intention.

Identity can be developed through both physical and artistic activities (McGannon et al., 2020), and dance uniquely combines these elements to foster self-awareness and personal growth. Through the practice of dance, adult learners can explore and develop positive characteristics that resonate with their self-concept, such as confidence, resilience, and self-expression. As individuals align more closely with the qualities they aspire to embody through dance, they are more likely to continue participating in dance classes. Therefore, we hypothesize: (H7) Self-identity has a positive influence on learning intention.

Methodology

Survey Administration

An online questionnaire survey was created and administered to test the hypotheses. The questionnaire consisted of three sections. The first section provided a summary of the survey's purpose, offering respondents a brief overview of the survey context. This section also included the research purpose and confidentiality statements to assure respondents that their data would be kept confidential and used solely for academic purposes. In the second section, respondents rated the significance of each measurement items listed in the appendix using a seven-point Likert scale, ranging from “1 = extremely unimportant” to “7 = extremely important.” The third section gathered demographic data about the respondents, including age and gender. The respondents had to select the option based on their experience and information.

The survey was distributed through two channels. The first channel involved adult dance institutions in various cities across China. We contacted the managers of these institutions to explain the survey's purpose and invited them to cooperate by distributing the survey links to their adult dance learners. The second channel utilized social media platforms, such as Xiaohongshu, where many adult dance learners share their experiences. We sent private messages to these learners, inviting them to participate in the survey. Data collection took place in January 2024. A total of 1200 survey invitations were sent out and 500 valid responses were received, resulting in a response rate of 41.7%.

Bias Response Test

Because this study used a self-administrated survey and collected dependent and independent variables from the same respondents, there were two major problems that could have compromised the validity of the findings: common method bias and non-response bias. The data were split into two equal groups based on the time it took to complete the questionnaire in order to investigate non-response bias (Armstrong & Overton, 1977). The mean difference between the responses from the two groups was then examined using a straightforward t-test. The outcome revealed no discernible difference, raising no questions about non-response bias.

Then, all observable components of latent variables were loaded onto one factor in order to assess the common method bias. According to Harman's single-factor test, the model's variance was lower than the critical value for the single-factor model's total variance which was 50% (Podsakoff et al., 2003). The one-factor model was a worse model fit than the theoretical model. Therefore, common technique bias was not a significant issue in this study.

Results

Confirmatory Factor Analysis

Confirmatory factor analysis is used to assess the theoretical model's goodness of fit and the validity and reliability of the measurement scales. AMOS was used to perform the analysis. The maximum Likelihood (ML), which assumes normally distributed data and is often the default option in most statistical software packages, is used for both Confirmatory Factor Analysis and Structural Equation Modeling.

In Table 1, there is a list of the standardized factor loadings, average variance extracted (AVE), composite reliability (CR), and model fit indices. Overall, the model was a good fit.

Table 1.

Confirmatory Factor Analysis.

Constructs	Indicator	λ	AVE	CR
Personal gratification (PGR)	PGR1	0.923	0.894	0.918
Personal gratification (PGR)	PGR2	0.920	0.894	0.918
Self-esteem (SES)	SES1	0.944	0.886	0.939
Self-esteem (SES)	SES2	0.939	0.886	0.939
Social value (SVA)	SVA1	0.872	0.815	0.929
	SVA2	0.923
	SVA3	0.913
Emotional value (EVA)	EVA1	0.944	0.856	0.946
	EVA2	0.939
	EVA3	0.892
Self-identity (SID)	SID1	0.899	0.785	0.916
	SID2	0.888
	SID3	0.872
Perceived well-being (PWE)	PWE1	0.885	0.845	0.942
	PWE2	0.926
	PWE3	0.946
Learning intention (LIN)	INT1	0.796	0.822	0.932
	INT2	0.952
	INT3	0.963

Note. Model fit indices: CFI = 0.912; TLI = 0.914; RMSEA = 0.052; SRMR = 0.390; Recommended value: CFI > 0.90, TLI > 0.90, RMESA < 0.06, SRMR < 0.08.

We then assessed reliability. The measuring items are reliable, as shown by the fact that the composite reliability (CR) and Cronbach's Alpha (CA) values of all constructs are greater than 0.70. Thereafter, I assessed discriminant validity. All constructs have AVE values above 0.50, which indicates strong convergent validity (Hair et al., 2010). The square root of AVE value for each latent construct is higher than the corresponding correlations, as demonstrated in Table 2, among other things. This supports the discriminant validity (Fornell & Larcker, 1981).

Table 2.

Discriminant Analysis.

	PGR	SES	SVA	EVA	SID	PWE	LIN
PGR	0.945
SES	0.471	0.941
SVA	0.570	0.746	0.902
EVA	0.443	0.653	0.651	0.925
SID	0.630	0.306	0.488	0.765	0.886
PWE	0.583	0.527	0.682	0.747	0.847	0.919
LIN	0.476	0.568	0.846	0.745	0.828	0.874	0.906

Note. Squared root of AVE values are along the main diagonal; Correlations between constructs are below the main diagonal.

Hypothesis Testing Results

Structural equation modeling was conducted to test the hypotheses after establishing the goodness-of-fit, reliability, and validity of the measurement model. A post-hoc analysis was performed by examining the modification index to identify any potential relationships between constructs that may have been missed. To illustrate, the modification indices for the removed structural paths was caused the greatest change in χ2 for one degree of freedom was reintroduced, followed by a re-estimation of the model. This process was repeated until the modification indices showed minimal change (Δχ2 < 3.84, df = 1). The presence of statistically significant paths suggested that adding connections from emotional value to self-esteem and from personal gratification to self-esteem could significantly improve the model fit. Therefore, these two additional paths were included according to the parsimony principle.

Figure 2 presents the resulting model outcomes. The theoretical model's model fit indices (CFI = 0.903, TLI = 0.902, RMESA = 0.041, SRMR = 0.040) are in favor of a strong model fit. Ample explanatory power is also indicated by the squared multiple correlations (R2) of self-identity, perceived well-being, and intention to learn, which are, respectively, 0.463, 0.365, and 0.325 (Cohen et al., 2013). The model has good explanatory power.

Figure 2.

The Estimated Model.

First, personal gratification and self-esteem have a positive and significant influence on self-identity, particularly within the context of dance education. The creative and embodied aspects of dance contribute uniquely to this process. As individuals engage in dance, they do not merely think about who they are; they physically enact and express their identities through movement. This physical engagement, combined with the emotional release and creative expression that dance facilitates, allows for a deeper and more immediate transformation of self-identity compared to other social activities. Unlike other activities that may only involve cognitive engagement or social interaction, dance requires individuals to physically embody their self-identity, making the process of identity formation more tangible and immediate (Zhang & Wei, 2024). This embodied experience allows learners to internalize and reinforce their self-identity in ways that are not possible through purely cognitive or social activities.

Second, the two consumer values, social values, and emotional values, have a positive and significant influence on self-identity, particularly within the context of dance education. Social and emotional values gained through dance provide a unique and profound impact on an individual's sense of self (Kveton-Bohnert, 2017). Unlike other social activities, dance engages participants holistically, cognitively, emotionally, and physically, allowing them to experience a deeper connection and validation of their abilities and accomplishments.

When people participate in dance, they not only receive external recognition from society or social groups, but they also embody this recognition through movement, which can significantly strengthen their self-identity and self-esteem (Marx & Delport, 2017). This embodied experience in dance, where individuals physically express their abilities and emotions, provides a more tangible and immediate reinforcement of their self-identity, distinguishing it from other social activities that may not engage the body and mind as integrally.

Moreover, the creative and embodied aspects of dance allow individuals to explore and express their identities in ways that other activities might not. The emotional value derived from dance is not only about social validation but also about the internal satisfaction of expressing one's true self through a creative and physical medium. This process helps to forge a self-identity as a dancer, characterized by emotional stability, empathy, and a sense of purpose. Ultimately, this contributes to the development of a more confident, contented, and authentic identity as a dancer, reinforcing the learner's commitment to and enjoyment of their dance education.

In this light of this, participating in dance offers unique opportunities for self-identity enhancement that extend beyond what is typically experienced in other social activities (Buddee, 2020). The creative and embodied nature of dance provides a powerful platform for individuals to explore, express, and solidify their identities, making it a distinctive and valuable form of lifelong learning.

Third, we find that self-identity contributes to adult learners’ intention to take dance classes both directly and indirectly. Regarding the indirect effect, self-identity influences perceived well-being, which in turn impacts learning intention. Self-identity shapes how people see themselves in relation to the outside world, significantly affecting their reported well-being (Buddee, 2020). People with a positive self-identity defined by self-acceptance, self-worth, and a clear sense of purpose are more likely to experience higher levels of subjective well-being. This positive self-perception fosters a stronger sense of contentment, resilience in the face of difficulty, and an optimistic outlook on life. Conversely, a negative or confused self-identity can lead to feelings of insecurity, tension, and sadness, substantially impacting one's perception of overall well-being. Thus, a person's sense of self acts as a vital cornerstone of their emotional and psychological health. Next, adults who are in good physical and emotional health and who have a positive view of themselves are more likely to have the drive and enthusiasm required to take on new challenges, such as learning to dance. Well-being boosts self-confidence, essential for stepping outside one's comfort zone to learn a new skill (Buddee, 2020). Additionally, emotionally balanced and content individuals tend to seek out enjoyable activities like dancing to enhance their overall life satisfaction. Therefore, being in a good mood increases the likelihood of wanting to learn dance and fosters greater commitment and interest in the learning process.

Regarding the direct effect, self-identity is found to positively and significantly influence adult learners’ intention to take dance education. People are more likely to be naturally driven to pursue dance when their self-identity aligns with the values, passions, and aspirations associated with this art form. A self-identity rooted in creativity, self-expression, physical well-being, or a desire for personal growth can create a natural affinity for dance, making it an appealing and gratifying activity. Furthermore, a positive self-identity characterized by self-confidence and belief in one's ability to master new skills provides the essential motivation to overcome initial hurdles in learning to dance (Buddee, 2020). When self-identity and dance are in harmony, the learning journey can result in a deeper sense of purpose, happiness, and personal satisfaction.

In addition, the two additional paths we identified indicate the potential influence of emotional value and personal gratification on self-esteem. This suggests that enhancing learners’ emotional value and gratification can improve their self-esteem. When adult learners experience sufficient positive emotions from dancing and achieve a sense of gratification from their accomplishments, they are more likely to develop high self-esteem.

Research Implications

This study underscores the critical role of self-identity in adult lifelong education, particularly within the context of dance education. The findings demonstrate how personal and consumer shape adult learners’ self-identity, which in turn influences their perceived well-being and learning intentions in the context of dance education. By showing how dance education contributes to these outcomes, this research supports the argument that dance should be considered a vital component of lifelong learning programs designed to promote overall well-being and personal growth.

Moreover, the study draws on the work of Zhu and Li (2021) to highlight how dance education can serve as a powerful tool for identity development across different age groups and cultural contexts. This suggests that dance education programs should be tailored to leverage these benefits, providing learners with opportunities to engage in meaningful, embodied practices that reinforce their self-identity.

Given the gaps in the existing literature, this study's focus on adult dance learners contributes new perspectives on how dance education can be optimized to enhance lifelong learning outcomes. Educational institutions and policymakers should consider integrating more dance-specific approaches into lifelong learning curricula, particularly for adult learners who may benefit from the unique combination of physical, emotional, and social engagement that dance offers. Future research should build on these findings by exploring the diverse ways in which different forms of dance education impact self-identity, well-being, and sustained engagement in learning. Expanding the scope of research to include underrepresented populations and various cultural contexts will further enrich the understanding of dance education's role within lifelong learning.

Additionally, this study provides practical implications for the healthy development of the adult lifelong education market, particularly in dance education. The following suggestions are proposed for adult dancing educators:

Tailored Course Design: Recognize the significance of personal values in adult learners’ engagement with dance instruction and design courses that cater to diverse student needs and preferences. For instance, instructors could offer classes tailored to different motivational profiles—such as stress relief, performance-oriented training, or social interaction—based on learner feedback or pre-class surveys.

Enhanced Consumer Values: Focus on creating and emphasizing aspects of the dance education experience that align with learners’ desires for enjoyment, social connection, and emotional fulfillment. This could include incorporating collaborative dance group projects, community showcases, or informal feedback circles that allow learners to bond and reflect on their emotional experiences.

Promotion of Self-Identity: Promote dance education as a tool for self-expression and identity development and facilitate opportunities for students to connect with aspects of dance that resonate with their sense of self.

Holistic Well-Being: Enhance the benefits of dance instruction for overall well-being while reducing negative experiences during the learning process. Strategies may include integrating mindfulness techniques into warm-up and cool-down routines, providing optional one-on-one coaching for learners experiencing anxiety, or adapting class intensity to accommodate varying energy levels.

Lifelong Learning Advocacy: Advocate for the importance of lifelong learning in the arts through collaboration with community organizations, workshops, and public awareness campaigns.

Conclusion and Limitations

In this study, we examined the influence of personal values, consumer values, self-identity, and perceived well-being on adult learners’ inclination to participate in dance instruction. The growing interest in lifelong learning, particularly in arts education, served as the inspiration for this investigation. We conducted an online survey of adult dance students in China and developed a theoretical model based on concepts of self-identity, consumer values, and personal values. We then employed structural equation modeling to analyze the data and test the hypotheses.

The findings indicate that self-identity is positively influenced by both personal values, such as self-gratification and self-esteem, and consumer values, such as social and emotional values. Moreover, the desire to engage in dance learning is positively influenced both directly and indirectly by self-identity.

However, this study has several limitations. Firstly, it is important to note that these findings are based on data from participants who have continued their dance education, which might not fully represent the experiences of those who have ceased participation. As a result, the positive relationship between self-identity and continued dance participation may be more pronounced in this sample. Future research should aim to include individuals who have discontinued their dance education to provide a more balanced understanding of the factors influencing both continuation and cessation of dance learning. This approach will help to uncover any potential differences in self-identity and other values that might explain why some learners choose to stop participating in dance education. Secondly, it is recommended that measurement validation analysis should be conducted on a separate sample for newly developed scales to avoid capitalizing on chance variance in the measurement sample. The results should be interpreted with caution and future researchers are encouraged to continue to work on this area. Thirdly, a key limitation of this study is its cross-sectional design, which relies on data collected at a single timepoint. This prevents us from inferring causal relationships or determining the directionality of effects between variables. As a result, the observed associations may reflect short-term correlations rather than causal influences. Future research using a longitudinal design could address this limitation by capturing changes over time and providing insights into the causal dynamics of the relationships studied.

Footnotes

ORCID iD

Li Mengting

Ethical Considerations

This study complies with the Declaration of Helsinki. An official exemption has been obtained from the Institutional Review Board of Xinyang Normal University. The approval code is XFEC-2023-031. The study is exempted from the ethical review due to the satisfaction of specific requirements, which include the anonymity of data; the exclusion of invasive questions; the exclusion of environmental manipulation.

Informed Consent

Written informed consent to participate in this study was provided prior to commencing the questionnaire survey.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The data used in this study is confidential.

Competing Interests

The author declares no competing interests.

Appendix

Appendix:

Measurement Items.

Personal Value
Personal gratification	I have a sense of freedom from dancing class	Ledden et al. (2007)
Personal gratification	I feel I live a comfortable life with dancing class	Ledden et al. (2007)
Self-esteem	I develop my self-respect by taking dance class	Ledden et al. (2007)
Self-esteem	I develop wisdom by taking dance class	Ledden et al. (2007)
Consumer value
Social value	People who are important to me think that taking my course is a good thing to do	Ledden et al. (2007)
	My family and friends will see me in a better light when I have finished my dancing class
	The social interaction with fellow students on my course makes my dance learning more interesting
Emotional value	I feel proud that I'm taking dancing course	Ledden et al. (2007)
	Taking dancing course has boosted my self confidence
	Taking dancing course has fulfilled an ambition
Mediators
Self-identity	Dancing learning helps me achieve the identity I want to have	Ries et al. (2012); Salem and Salem (2018)
	Dance learning helps me narrow the gap between I am and what I try to be
	Dancing learning is part of who I am
Perceived well-being	I am satisfied with my life when I am dancing	Chan and Wong (2022)
	I feel dancing learning in my life is worthwhile
	I am happy with dancing learning as part of my life
Endogenous variable
Learning intention	I would like to continue to learn dancing in future	Li et al. (2023a); Li et al. (2023b)
	I have positive things to say about dancing learning
	I will take dancing class as many as possible

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