This study provides a novel insight into the influences underlying use of emotion regulation strategies by vocational dance students attending specialized advanced dance training for approximately 30 hours per week to pursue a career in dance. An interpretive description approach was taken, and 11 semi-structured and 10 member-reflection interviews were conducted with 11 vocational dance students (Mage = 19.36, SD = 1.43). Data were transcribed and analyzed using reflexive thematic analysis. Four overarching themes were constructed representing the key perceived influences on emotion regulation use: (1) emotions in the dance culture, (2) the nature of the emotion, (3) prioritization of dance, and (4) life interactions outside of dance. Findings indicated that dance practitioners should support vocational dance institutions to create emotionally validating environments and work with vocational dance students to improve beliefs about emotions to crucially support healthy choices of emotion regulation.
Milne et al. (Tue,) studied this question.