Abstract
This study investigates the impact of reward systems on students’ self-efficacy and motivation in dance choreography courses in higher education. The respondents are students majoring in dance at five universities in Xi’an, China. The study is organized around eight specific sub-questions and analyzes three key areas through a structured questionnaire: the type and size of reward systems, emotional and behavioral responses to achievement, and characteristics of students’ motivation. The results showed that small-scale, process-oriented, and continuous rewards were more effective in promoting creativity and maintaining engagement, especially in dance as an arts discipline. Students responded more positively to emotional recognition, praise, and encouragement, which significantly increased their willingness to participate in performances and take creative risks. Although extrinsic motivation triggered initial engagement, intrinsic motivation, influenced by a sense of autonomy and personal growth, was key to maintaining long-term commitment. In addition, self-efficacy was found to play a key role in mediating the effect of rewards on motivation. Based on these insights, the study recommended the use of emotionally supportive and intrinsically motivated reward strategies, their adaptation to students’ personal goals, and the creation of an educational environment that values process and creativity rather than pure performance results. This study deepened the understanding of motivational dynamics in dance education and provided guidance for improving teaching methods in the creative field.
