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교양체육 수강생의 기대·가치 지각과 미래 스포츠 참여 의지의 관계에서 감정반응과 신뢰의 순차적 매개 효과

The Sequential Mediating Effects of Affective Response and Trust in the Relationship Between Expectancy-Value Perception and Future Sport Participation Intention Among General Physical Education Course Students

  • 최종환 (Jong Hwan Choi, 강원대학교 교육대학원)

초록/요약 도움말

This study aimed to examine the effect of expectancy–value perceptions on future sports participation intention among college students enrolled in liberal physical education courses, and to empirically verify the sequential mediating effects of emotional responses and trust in this relationship. To achieve this purpose, data collected through a survey were analyzed using validity and reliability tests, correlation analysis, and a serial multiple mediation model with the PROCESS macro. The main findings of the study can be summarized as follows. First, expectancy–value perceptions of students enrolled in liberal physical education courses were found to have significant positive effects on emotional responses, trust, and future sports participation intention. This indicates that cognitive evaluations formed through physical education classes go beyond simple class satisfaction and serve as key factors influencing emotional experiences and behavioral intentions. In other words, when students perceive physical education activities as valuable and meaningful, they experience more positive emotional responses, develop trust in sports activities, and ultimately show stronger intentions to participate in sports in the future. Second, emotional responses were found to have significant effects on both trust and future sports participation intention. This suggests that positive emotions such as enjoyment, interest, and satisfaction experienced during physical activities are not merely temporary reactions but play an important role in shaping psychological confidence and attitudes toward sports. In particular, positive emotional experiences were confirmed to function as critical psychological resources that lead to subsequent behavioral intentions. Third, trust was found to have a significant positive effect on future sports participation intention. This implies that as trust in physical education classes and sports activities increases, the intention to continue engaging in such activities is strengthened, supporting the role of trust as a key psychological mechanism explaining long-term behavioral persistence. Fourth, both emotional responses and trust were found to have significant mediating effects in the relationship between expectancy–value perceptions and future sports participation intention. This demonstrates that cognitive evaluations not only directly influence behavioral intentions but also exert indirect effects through emotional experiences and relational trust. Fifth, the sequential mediating effect of expectancy–value perceptions → emotional responses → trust → future sports participation intention was found to be significant. This indicates the existence of a psychological pathway in which cognitive value perceptions formed in physical education classes first elicit positive emotional responses, which in turn build trust, ultimately leading to future sports participation intention. In conclusion, expectancy–value perceptions formed in liberal physical education courses function not only as a key antecedent of future sports participation intention but also operate within a multi-layered psychological structure mediated by emotional responses and trust. These findings suggest that liberal physical education can serve as an important educational mechanism that promotes lifelong sports participation through students’ emotional experiences and relational perceptions, rather than merely providing physical activity instruction. Therefore, liberal physical education classes should be designed to help students recognize the value and meaning of activities, while also being operated in a way that promotes positive emotional experiences and the formation of trust. Such an approach can facilitate long-term sports participation behaviors beyond short-term class outcomes and ultimately contribute to improving quality of life and establishing a foundation for lifelong physical activity.

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목차 도움말

Ⅰ. 서 론 1
1. 연구의 필요성 1
2. 연구 문제 4
3. 연구모형 및 연구 가설 5
4. 용어의 정의 10
5. 연구의 제한점 11
Ⅱ. 이론적 배경 12
1. 대학 교양체육 12
2. 기대 가치 지각 15
3. 감정 반응 17
4. 신뢰 20
5. 미래 스포츠 참여 의지 22
Ⅲ. 연구 방법 26
1. 연구 설계 26
2. 연구 대상 27
3. 설문지 구성 28
4. 타당성 및 신뢰도 30
5. 자료처리 38
Ⅳ. 연구 결과 39
1. 일반적 특성에 따른 각 변인의 평균 차이 분석 39
2. 상관관계분석 43
3. 기대·가치 지각과 미래 스포츠 참여 의지의 직접 효과 44
4. 기대·가치 지각과 미래 스포츠 참여 의지의 관계에서 신뢰의 매개효과 46
5. 감정 반응과 신뢰의 직렬 이중 매개효과 분석 결과 49
6. 감정 반응과 신뢰의 매개 및 순차적 매개효과 분석 결과 52
7. 매개효과 경로별 간접 효과 및 효과 분해 결과 54
Ⅴ. 논의 및 시사점 56
1. 논의 56
2. 시사점 61
Ⅵ. 결론 및 제언 62
1. 결론 62
2. 제언 63
참고문헌 65
[부록 1] 설문지 77

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