Mohammad Mazyari; mehrzad hamidi; mohammad khabiri; Ebrahim Alidoust Ghahfarokhi
Abstract
Objective: The aim of this study was to investigate the effect of sense of brand community on attendance and media consumption among football Pro-League spectators through the mediator role of perceived risk. Methodology: The target population included football spectators of the sixteenth ...
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Objective: The aim of this study was to investigate the effect of sense of brand community on attendance and media consumption among football Pro-League spectators through the mediator role of perceived risk. Methodology: The target population included football spectators of the sixteenth season of IRAN Pro-League, such that 365 people were selected through random- available sampling as the samples of this study. Sense of brand community was measured by Hedland’s questionnaire (2011) , with the reliability (α=.96), and, consequently, attendance, media consumption and perceived risk were measured by the researcher-made questionnaires (α=.70, α=.82, and α=.91, respectively). furthermore, the questionnaire’s face validity was investigated according to some field-specialist sport management scholars. Structural Equation Modeling was used to analyze the data. Results: The results showed that sense of brand community has a positive and significant effect on attendance in stadium and sport media consumption, and it has negative and significant effects on perceived risk. In addition, the perceived risk has a negative and significant effect on attendance in stadium, and has it positive and significant effect on sport media consumption. Furthermore, indirect results showed that perceived risk acted as a mediator between the sense of brand community and attendance in stadium. Conclusion: To increase spectators’ attendance in stadium it is essential to reinforce the fan community and consider the factors that increase perceived risks.
Mohammad Mazyari; SayedMohammad Kashef; MirHassan SeyedAmeri
Volume 3, Issue 1 , April 2014, , Pages 117-134
Abstract
AbstractObjective: The aim of this study was to investigate the canonical correlation of the relationship between the social support and absence of motivation of 2nd and 3rd grade high school students in physical education activities.Methodology: The method of study was descriptive–correlation, ...
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AbstractObjective: The aim of this study was to investigate the canonical correlation of the relationship between the social support and absence of motivation of 2nd and 3rd grade high school students in physical education activities.Methodology: The method of study was descriptive–correlation, and field survey. 381 students among 2nd and 3rd high school students of Bookan city were chosen through multi-level cluster random sampling. They filled in interpersonal behavior scale of Pelletier et.al (2008) with the reliability (α=.81), and questionnaire of absence of motivation in physical education of Shen et.al (2010) with reliability (α=.78). Data was analyzed with Canonical Correlation method.Results: The results showed that there was a negative significant relationship between autonomy support with insufficient values of activities (r=-0.130, p≤0.05), and unappealing activities (r=-0.166, p≤0.05). Competence support had a negative significant relationship with deficient ability (r=-0.135, p≤0.05), deficient effort (r=-0.133, p≤0.05), insufficient values of activities (r=-0.197, p≤0.01), and unappealing activities (r=-0.202, p≤0.01). Relatedness support had a negative significant relationship with deficient ability (r=-0.110, p≤0.05), deficient effort (r=-0.108, p≤0.05), insufficient values of activities (r=-0.157, p≤0.01), and unappealing activities (r=-0.178, p≤0.01). Also, canonical correlation showed a significant set between social support and students’ lack of motivation, that is, set of social support predicted set of students’ lack of motivation (0.19).Conclusion: Physical education teachers, who provide supportive environment for students, can influence students’ motivation, and increase their participation at physical education activities.Keywords: Canonical correlation, Motivation, Physical education, Social support.
