The path of promoting adolescents' physical exercise: Based on the control‐value theory of achievement emotions

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.