The Ballet Study is a doctoral research project conducted through Teachers College, Columbia University. The study applies psychological motivation theory to ballet training, with a specific focus on how dancers think, make meaning of their experiences, and respond to challenge across developmental stages.

The project examines motivation and cognition in ballet training, attending to how these processes shift from early childhood, through early adolescence, and into late adolescence, as dancers mature both developmentally and artistically.

Ballet requires early specialization, sustained effort, and long-term commitment in the face of uncertainty. Dancers begin making cognitively and emotionally complex decisions at a very young age, yet little research has examined how motivation, thinking, and self-understanding develop within this context.

By studying motivation and cognition in ballet, this project aims to:

• Understand how dancers interpret feedback, setbacks, and success at different ages

• Identify developmental patterns in persistence, confidence, and meaning-making

• Recognize dancers as whole individuals, not only performers

• Extend psychological research into a domain that has historically been underrepresented

The current phase of The Ballet Study involves adult ballet professionals, including:

• Ballet faculty

• Ballet masters

• Former professional dancers

• Artistic and administrative leaders in ballet

Participants contribute professional perspectives on how motivation and cognition are observed to change as dancers grow across developmental stages.

The study is led by Camila Torres Rivera, a doctoral candidate in Cognitive Science in Education at Teachers College, Columbia University in the City of New York. Her research focuses on motivation, persistence, and how individuals think about and respond to challenge in high-demand domains.

As a former dancer, Camila brings a firsthand understanding of the physical, psychological, and developmental demands of ballet training. This perspective informs the study’s emphasis on understanding dancers as whole individuals, attending not only to performance and technique, but also to cognition, values, identity, and responses to challenge over time.

Participation is entirely voluntary and confidential. Participation involves:

• One interview lasting approximately 60–120 minutes. The interview is conducted via Zoom or in person, depending on availability

Interview questions focus on:

• How dancers think about their abilities, effort, and progress at different ages

• How motivation and cognition shift from early childhood to adolescence

• How dancers interpret feedback, setbacks, and challenges

• Behavioral indicators that signal persistence, disengagement, or change over time

The interviews focus exclusively on the perspectives and experiences of adult professionals.

Findings from this study will be used to:

• Inform the development of a motivation and cognition survey for dancers

• Capture age-appropriate ways dancers think about training and challenge

• Contribute to academic research and conference presentations

No identifying information will be used in publications or presentations.

Yes. This research has been reviewed and approved by both the Teachers College Institutional Review Board (IRB Protocol #: 26-114) and the Institutional Review Board of the City University of New York (IRB Protocol #: 2025-0722). 

If you are a ballet professional and would like to:

• Learn more about the study

• Ask questions

• Explore participating in an interview

Please contact:
Camila Torres Rivera
Teachers College, Columbia University
📧 ct3066@tc.columbia.edu

Studios and companies may share this information with affiliated ballet professionals.