Structural equation model analysis of promoting physical activity behavior among college students: based on control-value theory of achievement emotions
Teacher autonomy support indirectly influenced college students' physical activity behaviors through control-value appraisals and achievement emotions, particularly enjoyment and boredom. Enjoyment emerged as an important achievement emotion that positively shaped exercise motivation and behavior, highlighting the critical role of emotional experiences in linking supportive teaching environments with students' physical activity. These findings extend the control-value theory of achievement emotions to the context of physical education and provide empirical evidence for promoting teacher autonomy support to foster students' exercise engagement.
Authors
- Zhenqian Zhou
- Wu Xinbo (ORCID: https://orcid.org/0009-0008-2493-0268)
- Sukwon Kim (ORCID: https://orcid.org/0000-0003-1393-100X)
- Xudong Wu (ORCID: https://orcid.org/0000-0002-9231-2401)
- Tao Fang (ORCID: https://orcid.org/0009-0006-2483-1601)
- Han Li (ORCID: https://orcid.org/0000-0002-7429-0616)
- Zhengxiao Zhang (ORCID: https://orcid.org/0009-0001-8360-7355)
Institutions
- Loughborough University (GB)
- Jeonju National University of Education (KR)
- Anhui Normal University (CN)
- Hunan Agricultural University (CN)
- Jeonbuk National University (KR)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-11-20
- DOI
- https://doi.org/10.3389/fpsyg.2025.1669445
- Primary Topic
- Motivation and Self-Concept in Sports
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Anhui Office of Philosophy and Social Science
- Jilin Office of Philosophy and Social Science
- Jeonbuk National University