From spectator to spect-actor
An exploratory mixed-methods investigation of the “Dramatic Field” program and its correlates in stressed university students
Bibliographic Data
| ID | 22166151 |
|---|---|
| Authors | Yuanmei He (Guangzhou Sport University, corresponding author) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1759409 |
| OpenAlex | W7140095588 |
| Language | EN |
| References cited | 30 |
Academic stress is a pervasive challenge in higher education. This exploratory sequential mixed-methods study investigated the “Dramatic Field” program, which integrates Victor Turner’s ritual process theory with Augusto Boal’s Theatre of the Oppressed, using Waltz and Jive dance as embodied mediums. The study aimed to describe participants’ subjective experiences and explore correlations between program engagement and psychological outcomes. A cohort of 60 highly stressed undergraduates voluntarily enrolled in the 8-week program. Quantitative data were collected post-engagement, and in-depth interviews with 26 participants were analyzed using reflexive thematic analysis. Quantitative findings indicated that higher program engagement was significantly correlated with lower perceived stress ( r = −0.65, p < .001), lower anxiety/depression ( r = −0.62, p < .001), and higher self-efficacy ( r = 0.59, p < .001). Due to the exploratory nature of the study design—specifically, the absence of a control group and pre-program baseline data—these observed correlations should be interpreted as associations rather than evidence of program efficacy. These findings provide preliminary hypotheses for future confirmatory research. Qualitative analysis generated four themes elucidating the transition from spectator to spect-actor: (1) Safe Exploration in the Liminal Space; (2) Liberating Distancing through Dramatic Roles; (3) Embodied Scripting of Repressed Narratives; and (4) Mirroring in Spect-Actor Fusion. The program demonstrated high feasibility (88% attendance). This study provides a rich description of the “Dramatic Field” experience and reveals robust correlations between engagement and positive psychological outcomes, offering a comprehensive phenomenological model for future confirmatory research
Distancing · Embodied cognition · Exploratory research · Interpretative phenomenological analysis · Mirroring · Reflexivity · Thematic analysis · Empathy and Medical Education · Film in Education and Therapy · Flow Experience in Various Fields
Phenomenological research methods
Embodied Cognition
A meta-analytic review of depression prevention programs for children and adolescents
The General Self-Efficacy Scale
Chapter 1. The phenomenology of body memory
The validity of the Hospital Anxiety and Depression Scale
Learned Helplessness
The Hospital Anxiety and Depression Scale
Mindfulness-based interventions in context
Examining the effects of academic stress on student well-being in higher education
Social Acceleration
Reflecting on reflexive thematic analysis
Possible selves
Implementation Matters
Naturalistic inquiry
Between Theater and Anthropology
A Global Measure of Perceived Stress
| Citation velocity | historical |
|---|---|
| Highly cited | No |