Exploring the potential impact of biomechanical factors in physical activities on achievement emotions and academic performance of higher vocational students in Jiangsu Province

This study explores the potential impact mechanism of biomechanical factors in physical activities on the achievement emotions and academic performance of higher vocational students in Jiangsu Province. The research employed a multi-stage stratified random sampling method, selecting 842 higher vocational students from 13 prefecture-level cities in Jiangsu Province as research subjects. Advanced equipment, including three-dimensional motion capture systems, surface electromyography, and three-dimensional force platforms, was used to measure biomechanical parameters during physical activities, while the revised Achievement Emotions Questionnaire (AEQ) was applied to assess students’ achievement emotional experiences, alongside collected data on learning efficacy and academic performance. The research results indicate: (1) Significant biomechanical characteristic differences exist in physical activities among higher vocational students in Jiangsu Province, with professional background, physical activity type, and participation frequency influencing their biomechanical efficiency performance; (2) biomechanical efficiency shows a significant positive correlation with positive achievement emotions (r = 0.628, p < 0.001) and a significant negative correlation with negative achievement emotions (r = −0.608, p < 0.001), with 8-week biomechanical optimization intervention significantly increasing positive emotions by 36.2% and reducing negative emotions by 28.7%; (3) achievement emotions play a partial mediating role between biomechanical efficiency and academic performance, with the mediating effect accounting for 43.3% of the total effect; biomechanical efficiency still demonstrates a significant direct effect on academic performance (β = 0.263, p < 0.001); (4) professional background, physical activity type, and individual differences significantly moderate the impact pathway of biomechanical factors, with arts students showing the strongest emotional mediating effect (0.236), sports students demonstrating the strongest direct effect (0.325), and technical activities exhibiting more significant emotional regulation effects. These findings reveal the dual mechanism pattern of biomechanical factors influencing academic performance through emotional regulation and cognitive promotion, providing new perspectives and a scientific basis for higher vocational physical education reform. Future research should incorporate neuroscience methods to further explore the neurophysiological mechanisms, conduct longer-term tracking studies, and extend to broader vocational education student populations.