Notice bibliographique
Résumé
This study offers a qualitative analysis of the perceived communication emphasis between female adolescent dancers and their mothers. The following research questions were the basis of this investigation: (1) Do daughters talk about dance with their mothers? (2) What is the daughter’s perception level of dance-related communication? (3) Is their communication directed to core or peripheral topics? (4) What kind of implication would a high or low communication frequency index suggest, and how could it be enhanced? Six core and six peripheral communication areas were identified and analyzed using an adaptation of Butler’s Performing Attitude Profiling Test (1989). The core topics involve emotional and mental concerns relating to dance (e.g., love for dance, injuries, career, stress/performance anxiety, body issues, health), whereas the peripheral topics involve organizational concerns and daily logistics affecting dancers and their families (e.g., teacher, peers, technique, cost of lessons and equipment, transportation). Participants were recruited from two major professional U.S. schools and one Canadian school. A total of 100 female professional ballet students between the ages of 11 and 17 years were surveyed and asked to rate the amount of time they spend communicating about dance themes with their mothers. All dancers had started training by age 6 and practiced ≥15 hours per week, and most aim for a professional career in the theater. The results indicate that mothers and daughters do talk about dance frequently, although the amount of communication fluctuates considerably depending on the topic. The data provide a good indication that the most frequently discussed dance topics are related to imminent, self-focused information (instructor, technique, love for dance, career, injuries) rather than long-term health topics (body, nutrition, stage fright). The results established the family as an important forum for open communication exchange that may replace peer relationships. Taking an active interest and exchanging information within the familial unit would encourage dancers to question and think critically about the demands placed on their bodies, training, and health. The resulting improved argumentation skills could enable adult dancers to be more assertive in protecting their health, more confident when dealing with stress, and better prepared when seeking a new career. The communicative expansion on the core topics through parental and teacher involvement is key for establishing a new paradigm in dance education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».