Abstract
Background and Study Aim: Dance can be interpreted as a language that the human body speaks. Through bodily movements when performing dance, individuals can express their emotions and communicate with others. Emotional intelligence entails an individual’s being aware of his own emotions, the ways he manages these emotions, self-motivation, realising other peoples’ emotions and the ability to establish relationships (Goleman, 1996). Even the definitions of dance and emotional intelligence suggest an association. Hence, this study aimed to explore the potential associations between dance education and emotional intelligence abilities. Material and Methods: The data were collected from a total of 100 adolescents who were enrolled in five dance schools in North Cyprus and from 100 adolescents who did not dance through the Emotional Intelligence Scale which was developed by Atamturk (2011). The Mann-Whitney U-Test results indicated a significant difference between the emotional intelligence abilities of adolescents who received dance education and those of adolescents who did not. Additionally, Kruskal- Wallis test indicated that dance expertise significantly influenced the emotional intelligence development of the participants. Results: Adolescents who received dance education developed higher levels of emotional intelligence abilities and dance expertise affected the emotional intelligence development of the adolescents. In this respect, this study adds a novel variable to be investigated to the relevant literature. Conclusions: As the results of this study indicates dance can help adolescents lead a healthier life by increasing emotional intelligence development. Further research can delve into the impact of the dance expertise on emotional intelligence.
References
Atamturk H, Aksal AF, Gazi AZ, Atamturk AN. Evaluation of performance management in state schools: A case of North Cyprus. H.U. Journal of Education. 2011; 40, 33-43.
Behera, S. & Rangaiah, B. (2017). Relationship between emotional maturity, self-esteem and life-satisfaction: a study on traditional dancers of odisha region. Cogent Psycholog,y 4 (1), 1–13. doi:10.1080/23311908.2017.1355504.
Bock, O.-S. (2019). In the artificial ıntelligence community, the dance education of elementary schools exploring educational meaning. Korean Journal of Culture and Arts Education Studies, 14 (1), 135–152. doi:10.15815/kjcaes.2019.14.1.135.
Bokyung, J. (2014). Dance students’ emotional intelligence and emotional experience: The mediating roles of cognitive reappraisal and expressive suppression. The Korean Journal of Physical Education, 53 (1), 343–355.
Calvo-Merino, B., Ehrenberg, S., Leung, D., & Haggard, P. (2010). Experts see it all: configural effects in action observation. Psychologial Research, 74(4), 400-406.
Calvo-Merino, B., Glaser, D. E., Grèzes, J., Passingham, R. E., & Haggard, P. (2005). Action observation and acquired motor skills: An fMRI study with expert dancers. Cerebral Cortex, 15(8), 1243-1249. doi: 10.1093/cercor/bhi007
Calvo-Merino, B., Grèzes, J., Glaser, D. E., Passingham, R. E., & Haggard, P. (2006). Seeing or doing? Influence of visual and motor familiarity in action observation (vol 16, pg 1905, 2006). Current Biology, 16(22), 2277-2277. doi: 10.1016/j.cub.2006.10.065
Cañabate, D., Colomer, J. & Olivera, J. (2018). Movement: A language for growing. Apunts Physical Education and Sports, 134, 146–155. doi:10.5672/apunts.2014-0983.es.(2018/4).134.11.
Cho, S. Y. 2(018). The influence of self-leadership and emotional intelligence on employment competency of university students majoring in dance. The Journal of Korean Dance, 36 (1), 119–140. doi:10.15726/jkd.2018.36.1.006.
Cross, E.S., Hamilton, A.F. de C., & Grafton, S.T. (2006). Building a motor simulation de novo: Observation of dance by dancers. Neuroimage, 31(3), 1257-1267.
Fink, A., Graif, B., & Neubauer, A. C. (2009). Brain correlates underlying creative thinking: EEG alpha activity in professional vs. novice dancers. Neuroimage, 46(3), 854-862. doi: 10.1016/j.neuroimage.2009.02.036
Goleman, D. (1996). Inteligencia emocional [Emotional Intelligence]. Barcelona, Spain: Kairós.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78, 2, 78.
González, J., Cayuela, D. & López-Mora, C. (2019). Prosocialidad, educación física e inteligencia emocional en la escuela. Journal of Sport and Health Research, 11 (1), 17–32.
Hänggi, J., Koeneke, S., Bezzola, L., & Jäncke, L. (2010). Structural neuroplasticity in the sensorimotor network of professional female ballet dancers. Human Brain Mapping, 31(8), 1196-1206. doi: 10.1002/hbm.20928
Im-Sun, K. (2008). Study on the physical-efficacy and adaptability of school life of adolescent participating in Korean traditional dance: Focusing on the mediating effects of emotional intelligence. The Korean Society of Sports Science, 17 (3), 389–403.
Jang, S. H., & Pollick, F.E. (2011). Experience influences brain mechanisms of watching dance. Dance Research Journal, 29(2), 352-377.
Kang, E. Y. (2010). Relationship between self-expression and emotional ıntelligence for physical self-concept of elementary school children participation in dance program. The Korean Journal of Dance, 62 (62), 1–19.
Kapur, N. & Rawat, V. (2016). Professional dance in relation to quality of life, emotional ıntelligence and self concept. International Journal of Indian Psychology, 3 (2), DOI: 10.25215/0302.045
Kattenstroth, J. C., Kalisch, T., Holt, S. Tegenthoff, M. & Dinse, H. R. (2013). Six months of dance ıntervention enhances postural, sensorimotor, and cognitive performance in elderly without affecting cardio-respiratory functions. Frontiers in Aging Neuroscience, 5 (5). doi:10.3389/fnagi.2013.00005.
Karasar, B. (2014). Öğretmen adaylarının bağlanma stilleri ve sosyal kaygı düzeyleri arasındaki ilişki. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 27-49.
Kılıç, S , Doğan, S , Demi̇ral, Ö . (2007). Kurumların Başarısında Duygusal Zekanın Rolü ve Önemi . Yönetim ve Ekonomi. Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi , 14 (1) , 209-230 .
Kim, Y. 2005. The influence of dance program on motor ability and emotional ıntelligence in childhood. Journal of Sport and Leisure Studies, 24, 363–372.
Lee, D.-S. & Chol, H.-J. (2018). Research on role of emotional intelligence in response to performance emotion. The Korean Society of Sports Science, 27 (6). 831–844.
Lee, Y.-J. & Seo, H.-J. (2018). The effect of emotional intelligence on ego-resilience and
self-efficacy. Korean Journal of Sport Studies, 57 (6), 203–215. doi:10.23949/
kjpe.2018.11.57.6.15.
Lin, C. M. (2005). Perceptions of dance instructors regarding general dance education curricula in Taiwan. University of South Dakota, USA.
MacFarland T.W., Yates J.M. (2016) Mann–Whitney U- Test. In: Introduction to Nonparametric Statistics for the Biological Sciences Using R. Springer, Cham. https://doi.org/10.1007/978-3-319-30634-6_4
Marais, E. & Kruger, D. (2014). Bydrae Van Rolstoeldans tot emosionele ontwikkeling van rolstoelgebonde leerders. South African Journal for Research in Sport, Physical Education and Recreation, 36 (1), 147–165.
Meekums, B. (2008). Developing emotional literacy through individual dance movement therapy: A pilot study, Emotional and Behavioural Difficulties, 13:2, 95-110, DOI:
10.1080/13632750802027614
Orgs, G., Dombrowski, J. H., Heil, M., & Jansen-Osmann, P. (2008). Expertise in dance modulates alpha/beta event-related desynchronization during action observation. European Journal of Neuroscience, 27(12), 3380-3384. doi: 10.1111/j.1460-9568.2008.06271.x
Overby, L. Y. (1992). Status of dance in education. ERIC Clearinghouse.
Paulson, P. (1993). New work in dance education. Arts Education Policy Review, 95(1), 30-35.
Petrides, K. V., Niven, L., & Mouskounti, T. (2006). The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101-107.
Ravelin T., Kylma¨ J. & Korhonen T. (2006) Dance in mental health nursing: a hybrid concept analysis. Issues in Mental Health Nursing, 27, 307–317.
San-Juan-Ferrer, B. & Hípola, P. (2020). Emotional intelligence and dance: a systematic review, Research in Dance Education, 21:1, 57-81, DOI: 10.1080/14647893.2019.1708890
Sho, H.-J. & Cha, S.-J. (2018). The Effect of leadership type of dance leaders on the emotional intelligence and dance achievement ability of high school students majoring in dancing. The Journal of Korean Dance, 36 (4), 115–139. doi:10.15726/jkd.2018.36.4.006.
Stinson, S. W. (1991). Reflections on teacher education in dance. Design for Arts in Education, 92(3), 23-30.
Vancea F. (2013). Unifying personal development through dance, movement and the increase of the emotional intelligence level. Journal of Experiential Psychotherapy, 16, 3.
Walter, O. (2011). The art of movement; alternative ways to conceptualize concepts. Germany: LAP LAMBERT Academic Publishing GmbH and Co. KG Dudweiler Landstraße.
Walter, O. & Sat, E. (2013). Dance and its influence on emotional self-control and regulation and emotional intelligence abilities among early childhood-aged children. International Journal of Arts & Sciences, 6(4), 77-97. Wayne, D. W. (1990). Kruskal–Wallis one-way analysis of variance by ranks. Applied Nonparametric Statistics (2nd ed.). Boston: PWS-Kent. pp. 226–234.
Yoo, H. K. (2009). A literature review on the effects of dance on creativity, emotional ıntelligence, and sociality in Korean adolescence. The Korean Journal of Dance, 60 (60), 249–270.
Behera, S. & Rangaiah, B. (2017). Relationship between emotional maturity, self-esteem and life-satisfaction: a study on traditional dancers of odisha region. Cogent Psycholog,y 4 (1), 1–13. doi:10.1080/23311908.2017.1355504.
Bock, O.-S. (2019). In the artificial ıntelligence community, the dance education of elementary schools exploring educational meaning. Korean Journal of Culture and Arts Education Studies, 14 (1), 135–152. doi:10.15815/kjcaes.2019.14.1.135.
Bokyung, J. (2014). Dance students’ emotional intelligence and emotional experience: The mediating roles of cognitive reappraisal and expressive suppression. The Korean Journal of Physical Education, 53 (1), 343–355.
Calvo-Merino, B., Ehrenberg, S., Leung, D., & Haggard, P. (2010). Experts see it all: configural effects in action observation. Psychologial Research, 74(4), 400-406.
Calvo-Merino, B., Glaser, D. E., Grèzes, J., Passingham, R. E., & Haggard, P. (2005). Action observation and acquired motor skills: An fMRI study with expert dancers. Cerebral Cortex, 15(8), 1243-1249. doi: 10.1093/cercor/bhi007
Calvo-Merino, B., Grèzes, J., Glaser, D. E., Passingham, R. E., & Haggard, P. (2006). Seeing or doing? Influence of visual and motor familiarity in action observation (vol 16, pg 1905, 2006). Current Biology, 16(22), 2277-2277. doi: 10.1016/j.cub.2006.10.065
Cañabate, D., Colomer, J. & Olivera, J. (2018). Movement: A language for growing. Apunts Physical Education and Sports, 134, 146–155. doi:10.5672/apunts.2014-0983.es.(2018/4).134.11.
Cho, S. Y. 2(018). The influence of self-leadership and emotional intelligence on employment competency of university students majoring in dance. The Journal of Korean Dance, 36 (1), 119–140. doi:10.15726/jkd.2018.36.1.006.
Cross, E.S., Hamilton, A.F. de C., & Grafton, S.T. (2006). Building a motor simulation de novo: Observation of dance by dancers. Neuroimage, 31(3), 1257-1267.
Fink, A., Graif, B., & Neubauer, A. C. (2009). Brain correlates underlying creative thinking: EEG alpha activity in professional vs. novice dancers. Neuroimage, 46(3), 854-862. doi: 10.1016/j.neuroimage.2009.02.036
Goleman, D. (1996). Inteligencia emocional [Emotional Intelligence]. Barcelona, Spain: Kairós.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78, 2, 78.
González, J., Cayuela, D. & López-Mora, C. (2019). Prosocialidad, educación física e inteligencia emocional en la escuela. Journal of Sport and Health Research, 11 (1), 17–32.
Hänggi, J., Koeneke, S., Bezzola, L., & Jäncke, L. (2010). Structural neuroplasticity in the sensorimotor network of professional female ballet dancers. Human Brain Mapping, 31(8), 1196-1206. doi: 10.1002/hbm.20928
Im-Sun, K. (2008). Study on the physical-efficacy and adaptability of school life of adolescent participating in Korean traditional dance: Focusing on the mediating effects of emotional intelligence. The Korean Society of Sports Science, 17 (3), 389–403.
Jang, S. H., & Pollick, F.E. (2011). Experience influences brain mechanisms of watching dance. Dance Research Journal, 29(2), 352-377.
Kang, E. Y. (2010). Relationship between self-expression and emotional ıntelligence for physical self-concept of elementary school children participation in dance program. The Korean Journal of Dance, 62 (62), 1–19.
Kapur, N. & Rawat, V. (2016). Professional dance in relation to quality of life, emotional ıntelligence and self concept. International Journal of Indian Psychology, 3 (2), DOI: 10.25215/0302.045
Kattenstroth, J. C., Kalisch, T., Holt, S. Tegenthoff, M. & Dinse, H. R. (2013). Six months of dance ıntervention enhances postural, sensorimotor, and cognitive performance in elderly without affecting cardio-respiratory functions. Frontiers in Aging Neuroscience, 5 (5). doi:10.3389/fnagi.2013.00005.
Karasar, B. (2014). Öğretmen adaylarının bağlanma stilleri ve sosyal kaygı düzeyleri arasındaki ilişki. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 27-49.
Kılıç, S , Doğan, S , Demi̇ral, Ö . (2007). Kurumların Başarısında Duygusal Zekanın Rolü ve Önemi . Yönetim ve Ekonomi. Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi , 14 (1) , 209-230 .
Kim, Y. 2005. The influence of dance program on motor ability and emotional ıntelligence in childhood. Journal of Sport and Leisure Studies, 24, 363–372.
Lee, D.-S. & Chol, H.-J. (2018). Research on role of emotional intelligence in response to performance emotion. The Korean Society of Sports Science, 27 (6). 831–844.
Lee, Y.-J. & Seo, H.-J. (2018). The effect of emotional intelligence on ego-resilience and
self-efficacy. Korean Journal of Sport Studies, 57 (6), 203–215. doi:10.23949/
kjpe.2018.11.57.6.15.
Lin, C. M. (2005). Perceptions of dance instructors regarding general dance education curricula in Taiwan. University of South Dakota, USA.
MacFarland T.W., Yates J.M. (2016) Mann–Whitney U- Test. In: Introduction to Nonparametric Statistics for the Biological Sciences Using R. Springer, Cham. https://doi.org/10.1007/978-3-319-30634-6_4
Marais, E. & Kruger, D. (2014). Bydrae Van Rolstoeldans tot emosionele ontwikkeling van rolstoelgebonde leerders. South African Journal for Research in Sport, Physical Education and Recreation, 36 (1), 147–165.
Meekums, B. (2008). Developing emotional literacy through individual dance movement therapy: A pilot study, Emotional and Behavioural Difficulties, 13:2, 95-110, DOI:
10.1080/13632750802027614
Orgs, G., Dombrowski, J. H., Heil, M., & Jansen-Osmann, P. (2008). Expertise in dance modulates alpha/beta event-related desynchronization during action observation. European Journal of Neuroscience, 27(12), 3380-3384. doi: 10.1111/j.1460-9568.2008.06271.x
Overby, L. Y. (1992). Status of dance in education. ERIC Clearinghouse.
Paulson, P. (1993). New work in dance education. Arts Education Policy Review, 95(1), 30-35.
Petrides, K. V., Niven, L., & Mouskounti, T. (2006). The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101-107.
Ravelin T., Kylma¨ J. & Korhonen T. (2006) Dance in mental health nursing: a hybrid concept analysis. Issues in Mental Health Nursing, 27, 307–317.
San-Juan-Ferrer, B. & Hípola, P. (2020). Emotional intelligence and dance: a systematic review, Research in Dance Education, 21:1, 57-81, DOI: 10.1080/14647893.2019.1708890
Sho, H.-J. & Cha, S.-J. (2018). The Effect of leadership type of dance leaders on the emotional intelligence and dance achievement ability of high school students majoring in dancing. The Journal of Korean Dance, 36 (4), 115–139. doi:10.15726/jkd.2018.36.4.006.
Stinson, S. W. (1991). Reflections on teacher education in dance. Design for Arts in Education, 92(3), 23-30.
Vancea F. (2013). Unifying personal development through dance, movement and the increase of the emotional intelligence level. Journal of Experiential Psychotherapy, 16, 3.
Walter, O. (2011). The art of movement; alternative ways to conceptualize concepts. Germany: LAP LAMBERT Academic Publishing GmbH and Co. KG Dudweiler Landstraße.
Walter, O. & Sat, E. (2013). Dance and its influence on emotional self-control and regulation and emotional intelligence abilities among early childhood-aged children. International Journal of Arts & Sciences, 6(4), 77-97. Wayne, D. W. (1990). Kruskal–Wallis one-way analysis of variance by ranks. Applied Nonparametric Statistics (2nd ed.). Boston: PWS-Kent. pp. 226–234.
Yoo, H. K. (2009). A literature review on the effects of dance on creativity, emotional ıntelligence, and sociality in Korean adolescence. The Korean Journal of Dance, 60 (60), 249–270.
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