Perfectionism, burnout, and engagement in dance: The moderating role of autonomy support.

Abstract

Previous findings highlight the relationships between 2 × 2 perfectionism and burnout in dancers, but researchers are yet to examine the relationships between 2 × 2 perfectionism and, the opposing outcome of, engagement in dance. Similarly, we know little about the factors that may moderate these relationships. We therefore sought to extend previous research by examining the relationships between 2 × 2 perfectionism and both burnout and engagement in dancers, and by assessing whether autonomy support moderated the relationships between subtypes of perfectionism and the two opposing outcomes. Adolescent dancers (N = 244, female n = 198, M age = 15.00 years, SD = 2.90 years) completed measures capturing four subtypes of perfectionism (pure personal standards perfectionism, pure evaluative concerns perfectionism, mixed perfectionism, and nonperfectionism), burnout dimensions (reduced sense of accomplishment, emotional/physical exhaustion, devaluation), engagement dimensions (confidence, dedication, vigour, enthusiasm), and autonomy support provided by their dance teacher. Moderated regression analyses supported all four hypotheses of the 2 × 2 perfectionism model for burnout (all dimensions) and dedication, vigour, and enthusiasm, and supported three hypotheses for confidence (Hypotheses 1a, 2 and 3). In addition, autonomy support moderated the relationships between subtypes of perfectionism and burnout (reduced accomplishment and devaluation) and engagement (all dimensions). The findings suggest that providing autonomy support offers a potential strategy to prevent burnout and promote engagement in perfectionistic dancers.

Revisiting Perfectionism in High-Level Ballet: A Longitudinal Collective Instrumental Case Study

“…Overall, we support suggestions made by other authors that autonomy support may be crucial in aiding the internationalization of motivation, supporting perfectionistic dancers, and other favorable outcomes (Deci & Ryan, 2013;Haraldsen et al, 2019, Haraldsen et al, 2020Jowett et al, 2021;Nordin-Bates, 2020). However, such suggestions are typically made only for leaders such as coaches and teachers; we additionally recommend parents to support their children's autonomy for dance or sport.…”

“…When Elis made the autonomous decision during late secondary school to strive for higher grades, he appears to have internalized his motivation. A parallel can be drawn to a recent investigation indicating that autonomy support from dance teachers correlated positively with higher engagement in dance (Jowett et al, 2021). Notably, Elis' motivation is not fully internalized (i.e., not just about interest, enjoyment or meaning).…”

“…As such, they have provided valuable qualitative examples to the largely quantitative literature which has obtained similar findings in sport (see Hill et al, 2020, for a review) and in dance specifically (e.g., Nordin-Bates et al, 2017;Quested et al, 2014). Additionally using self-determination theory (SDT; Ryan & Deci, 2000) further helped to frame our findings, thereby adding to the literature which has used SDT to deepen our understanding of perfectionism in sport and dance (e.g., Haraldsen et al, 2019;Haraldsen et al, 2020;Jowett et al, 2021;Mallinson & Hill, 2011;Nordin-Bates, 2020). Notably, our study design does not allow certainty regarding causality, and many other factors can have influenced the dancers' perfectionism and motivation across the time period studied.…”

“…Several studies have used self-determination theory (SDT; Ryan & Deci, 2000) as a framework to understand perfectionism, and it may also advance our understanding of perfectionism development. Specifically, perfectionism might be affected by the support or frustration of three basic psychological needs proposed in SDT as important for optimal functioning (e.g., Haraldsen et al, 2019;Haraldsen et al, 2020;Jowett et al, 2021;Mallinson & Hill, 2011;Nordin-Bates, 2020). These needs include autonomy (acting in line with one's true self), relatedness (sense of meaningful belonging) and competence (feeling able to achieve desired outcomes; Ryan & Deci, 2000).…”

Perfectionism and Exercise Dependence: the Role of Basic Psychological Needs and Introjected Regulation

“…Another future direction would be to build on the present and Miller and Mesagno's (2014) studies by examining potential moderators of the perfectionism-exercise dependence relationship. Some fruitful avenues for this line of enquiry include other personality factors, as well as components housed within SDT that have previously been shown to buffer the maladaptive influence of perfectionism (e.g., autonomy support; Jowett et al, 2021). Although gender was not a primary focus for our study, in future researchers may wish to examine gender differences in perfectionism and exercise dependence to build on previous findings demonstrating higher levels of exercise dependence in male exercisers (Dumitru et al, 2018).…”