The path of promoting adolescents' physical exercise
Based on the control‐value theory of achievement emotions
Datos Bibliográficos
| ID | 21297045 |
|---|---|
| Autores | Ting Zhang (0000-0002-6840-1367, Physical Education College Jiangxi Normal University Nanchang China), Hongwei Han (0000-0002-1757-1833, School of Physical Education Shanghai University of Sport Shanghai China, autor de correspondencia) |
| Año | 2026 |
| Fecha de publicación | 2026-02-09 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Journal of Educational Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.70061 |
| PMID | 41664379 |
| OpenAlex | W7128479677 |
| Idioma | EN |
| Referencias citadas | 38 |
PURPOSE: This study applied the control-value theory of achievement emotions (CVTAE) to investigate how teacher and parent autonomy support influences adolescents' physical exercise through control-value appraisals and achievement emotions in physical education (PE) classes. METHODS: A sample of 614 Chinese secondary school students (mean age = 14.75 years) completed paper questionnaires measuring autonomy support, academic control, task value, classroom enjoyment and boredom, exercise volume, and adherence. RESULTS: Results from structural equation modelling (SEM) showed that both teacher and parental autonomy support positively predicted students' perceived academic control and subjective task value. These appraisals, in turn, fostered greater enjoyment and reduced boredom in PE classes. Enjoyment significantly increased both exercise volume and adherence, whereas boredom negatively impacted only adherence. Mediation analyses revealed that autonomy support indirectly affected exercise outcomes through sequential pathways involving control-value appraisals and classroom emotions. CONCLUSION: The findings underscore the importance of autonomy-supportive practices from both educators and parents in shaping positive cognitive and emotional experiences in PE classes, thereby promoting adolescents' sustained engagement in physical exercise.
Cognition · Path (computing) · Path analysis (statistics) · Physical activity · Self-control · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Physical Education and Pedagogy
International Handbook of Emotions in Education
Promoting Interest and Performance in High School Science Classes
Emotional transmission in the classroom
The Control-Value Theory of Achievement Emotions
A self-determination theory perspective on parenting.
Achievement Emotions and Academic Performance
The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions
The "What" and "Why" of Goal Pursuits
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |