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- Haraldsen, Heidi M. M., et al.
(author)
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An exploration of reciprocity among teacher and students in female pre-professional ballet education : a shared reality theory perspective
- 2023
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In: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
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Journal article (peer-reviewed)abstract
- The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher's instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.
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| 2. |
- Haraldsen, Heidi M., et al.
(author)
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Change in basic need frustration in relation to perfectionism, anxiety and performance in elite junior performers
- 2020
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In: Scandinavian Journal of Medicine and Science in Sports. - Chichester : Wiley-Blackwell Publishing Inc.. - 0905-7188 .- 1600-0838. ; 30:4, s. 754-765
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Journal article (peer-reviewed)abstract
- The present study examined whether there were different growth profiles in basic need frustration in elite junior performers over a nine‐month period. Subsequently, we examined whether the identified growth profiles differed in their levels of perfectionistic strivings and evaluative concerns measured at baseline and, additionally, whether they were associated with higher or lower levels of anxiety and perceived performance level in the end of the period. A sample of 259 (Mage = 17.31; SDage = 0.97) elite junior performers from sports and performing arts completed an online questionnaire to report their self‐ratings of the study variables. The analyses were conducted using growth mixture modeling in Mplus 8.0. Two main contrasting growth profiles were identified in each of the basic need frustration. Perfectionistic strivings were overall higher than evaluative concerns, but did not differ between the growth profiles. Conversely, evaluative concerns differed significantly between the identified growth profiles. Higher levels of evaluative concerns were associated with the most maladaptive growth profiles. Indeed, elite junior performers, who experienced moderate and increasing levels of competence and autonomy frustration, reported higher levels of anxiety and lower levels of perceived performance level than those who reported low and decreasing levels of competence and autonomy frustration. Based on these findings, evaluative concerns and basic need frustration appear to play key roles in the development of maladaptive motivational processes over time. © 2019 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd
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| 3. |
- Haraldsen, Heidi M., et al.
(author)
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Thriving, Striving, or Just Surviving? : TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport
- 2020
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In: Roeper Review: a Journal on Gifted Education. - : Taylor & Francis. - 0278-3193. ; 42:2, s. 109-125
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Journal article (peer-reviewed)abstract
- This study explored the motivational experiences of nine successful elite performers in ballet, music, and swimming at Norwegian talent development (TD) schools. Semistructured interviews were conducted. Thematic analysis revealed that the performers navigated within and between several contextual layers, characterized by egalitarian values, high-performance deliberate practice, and controlling conditions. These TD learning conditions provided multifaceted motivational experiences that affected performers' motivational regulation, ranging from predominantly self-determined, via multifaceted, to predominantly controlled. The types of motivational regulation mattered, as performers regulated by self-determined motivation engaged in their performance development in a more joyful, robust, and healthy way (i.e., self-realization, flow, self-esteem, and vitality), showing less dependence on their given TD learning conditions. In contrast, performers regulated by controlled motivation reported higher vulnerability, and in turn, more ill-being (i.e., low self-esteem, perfectionism, obsessiveness, anxiety, negative affect, and exhaustion).
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