Investigating the Role of Self-Identity in Adults' Intention for Lifelong Arts Education: An Empirical Study of Dance Learning in China.

This article investigates adult dance education in China as a form of lifelong learning, focusing on how personal values (personal gratification and self-esteem) and consumer values (social and emotional) influence adult learners' self-identity, perceived well-being, and intentions to continue dance education. Using structural equation modeling on survey data from 500 adult dance learners, the study finds that both personal and consumer values positively affect self-identity, which in turn directly and indirectly (via perceived well-being) enhances learners' intentions to pursue dance education. The research highlights the unique embodied and creative nature of dance in fostering self-expression and identity development, suggesting that dance education plays a significant role in adult lifelong learning and well-being. Practical implications include tailoring dance programs to support diverse learner motivations and promoting dance as a tool for self-identity and holistic well-being.