ArticleFrontiers in psychology2026
The impact of dance learning on the social-emotional competence of college students: the mediating role of psychological resilience and the moderating effect of supportive climate.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: The development of social-emotional competence has not only become a focus of international attention, but also emerged as a hotspot in current educational psychology research and policy practice worldwide. This study examines the impact of dance learning on social-emotional competence, with a specific focus on the mediating role of psychological resilience and the moderating role of a supportive climate. Methods: Using an empirical research approach, a cross-sectional survey was conducted among 2,077 university students with 1 year of dance learning experience from 30 higher education institutions across 15 provinces in China. A moderated mediation model was tested using stepwise regression and the PROCESS bootstrap method. Results: Psychological resilience played a partial mediating role in the relationship between dance learning and social-emotional competence. Supportive climate positively moderated the effects of dance learning on both psychological resilience and social-emotional competence; however, dance learning exerted a significant positive impact on social-emotional competence only in a highly supportive climate. Furthermore, supportive climate positively moderated the indirect effect of dance learning on social-emotional competence through psychological resilience, indicating that the stronger the supportive climate, the more pronounced this indirect effect became. Conclusion: Establishing a teaching system that cultivates social-emotional competence and achieving its curricular integration has become an urgent need in talent development. This study provides empirical support and practical insights for the assertion that dance teaching is positively associated with the development of college students' social and emotional abilities. These implications not only expand our theoretical understanding of the educational functions of dance art but also offer a scientific basis for educational and instructional reforms at a practical level.
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