A Literature Review on Achievement Emotions in Physical Education Classes Among Chinese Vocational College Students

Abstract

This literature review examines the role of achievement emotions in physical education (PE) classes among Chinese vocational college students, focusing on the mediating effects of physical activity level and mental health status on academic performance. Achievement emotions, comprising seven dimensions (enjoyment, hope, pride, anxiety, hopelessness, anger, and boredom) are the independent variables. Physical activity level and mental health status serve as mediating variables, and academic performance is the dependent variable. The review synthesizes recent literature from the past five years on the theoretical underpinnings of achievement emotions, their influence on academic performance in PE classes, and the mediating roles of physical activity level and mental health status. The findings offer insights into the complex interplay between emotions, physical activity, mental health, and academic performance in PE classes, with implications for educational practice, policy, and future research among Chinese vocational college students.