초등학생의 체육수업 정서와 교사감정 및 수업몰입의 구조관계

Abstract

This study empirically investigates the impact of elementary students' emotions toward physical education classes on teacher likeability and class immersion via structural relationships. To accomplish the study’s goal, we collected and analyzed data from 355 fifth- and sixth-grade elementary students in City I. The conclusions drawn from the research are as follows: First, elementary students' physical education class emotions (i.e., happiness, competence, and obligation) statistically and significantly affected teacher likeability and class immersion. Happiness negatively affects negative responses but did not affect positive responses or immersion in class. Meanwhile, competence positively influenced positive responses and class immersion but did not affect negative responses. Obligation had an overall positive effect on positive responses, negative responses, and class immersion. Second, concerning the effect of the physical education class students' emotions, only obligation partially showed the indirect (mediating) effect on teacher likeability. Regarding class immersion, obligation was statistically significant in the total, direct, and indirect effects mediated by teacher likeability.