Ki-Hyun Song ¹, Seung-Yong Kim ²

Affiliations
1 Department of Physical Education, Cheongju-si, Chungcheongbuk-do, 28173,, KR
2 Han yang University, Division of Sports and Well-Being, Ansan-si, Gyeonggi-do15588, KR

Abstract

Objectives: The purpose of this study was to inquire into the mediated effect of athletic ability beliefs in the relations between the PE learning environments perceived in the PE class and task persistence. Methods/Statistical Analysis: To achieve such a research purpose, this study selected a total of 418 copies as final valid sample using convenience sampling of junior high school students at the five schools located in a metropolitan area. As for data processing, this study implemented hypothesis testing after confirming the goodness of fit test of the whole model using SPSS 18.0 and AMOS 18.0. Findings: First, effort and challenge perception in PE learning environment was confirmed to have a positive influence on increased beliefs while competence perception was found to have a negative influence on fixed beliefs and threat perception was found to have a positive influence on entity belief. Second, it was found that increased beliefs in athletic ability beliefs had a significant influence on task persistence positively while entity belief didn’t have a significant influence on task persistence. Third, it was found that effort, challenge perception, and competence perception of learning environment had a positive influence on task persistence. Lastly, it was confirmed that increased beliefs in the relations between effort, challenge perception and task persistence of learning environment play a mediating role. Improvements/Applications: This study confirmed that students’ aggressive class participation behavior calls for the learning environment, which is challenging, and makes it possible for students to put in a great deal of effort for their learning process, and a positive belief and volition that students themselves can do it in the results of this research.

Keywords

Athletic Ability Beliefs, Learning Environment, PE Class, Task Persistence, Tendency.

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Kye-Sok Lee ¹, Seung-Yong Kim ²

Affiliations
1 Department of Physical Education, Jeonju University, KR
2 Division of Sports and Well-Being, Hanyang University, KR

Abstract

Background/Objectives: The purpose of this study is to identify the correlation among the sporting goods brand experiences, consumer brand relationship and the relationship retention. Methods/Statistical Analysis: Participants were 479 undergraduate students at five universities in South Korea. PASW Ver. 18.0 was used to conduct a frequency analysis, reliability analysis and correlation analysis. Also, a confirmatory factor analysis and a structural equation modeling analysis were performed through AMOS 18.0. Findings: First, in terms of the relationship between the 'brand experience and consumer-brand relationship', the experience had significant effects on the consumer-brand relationship. Second, in terms of the correlation between 'consumer-brand relationship and the relationship retention', the relationship had significant effects on the relationship retention. Findings concluded that when a consumer-brand relationship is formed, the brand experience has significant effects on the relationship. Also, the consumer-brand relationship has significant effects on the relationship retention. Applications/Improvements: Based on the findings, the scope of consumer-brand relationship studies and their applicability could be expanded. Also, the findings could help brand production and sales companies to establish marketing strategies for managing their consumer experience in a comprehensive manner.

Keywords

Brand Experience, Consumer-Brand Relationship, Marketing Strategies, Relationship Retention, Sporting Goods.

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Ki-Hyun Song ¹, Seung-Yong Kim ²

Affiliations
1 Department of Physical Education, Korea National University of Education, KR
2 Division of Sports and Well-Being, Hanyang University, KR

Abstract

Background/Objectives: The purpose is to identify the mediating effects of outcome expectancy on the relationships among the caring climate perceived by students, their task engagement and task persistence in physical education. Methods/Statistical Analysis: Participants were 343 students at four middle schools in metropolitan areas. The goodness of fit of the entire model was verified through SPSS 18.0 and AMOS 18.0 and the hypotheses were tested. Findings: First, the caring climate involved a positive prediction of the outcome expectancy. The caring climate had positive effects on the task engagement and task persistence of students. Second, outcome expectancy in physical education class has positive effects on task engagement and task persistence; those are active class participation behaviors. Third, the outcome expectancy in a physical education class had mediating effects on the relationship among the caring climate perceived by students, their task engagement and task persistence. Findings concluded that a caring climate should be established for the students and their positive expectancy can lead to active participation. Applications/Improvements: Physical education teachers should establish a student-centered class climate to provide high quality education. Also, they should select proper tasks and adjust the level of difficulty to live up to the student expectancy

Keywords

Caring Climate, Outcome Expectancy, Physical Education, Task Engagement, Task Persistence

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