The effect of leisure-time physical activity on creative thinking via cognitive appraisals and achievement emotions in physical education: A mediation analysis based on the control-value theory

Analyzing students' emotional experiences in physical education significantly contributes to understanding how PE influences creative thinking. Grounded in the Control-Value Theory of Achievement Emotions, this study examines whether leisure-time physical activity (PA) enhances creative thinking through academic control, subjective task value, and classroom emotions in PE classes. Using stratified cluster sampling based on school type and location, we recruited 405 students from three junior high schools in Wuhan. All data underwent rigorous validity checks across two survey phases. Results from structural equation modeling showed that leisure-time PA positively predicted academic control and subjective task value, which subsequently predicted higher classroom enjoyment and lower boredom. Classroom enjoyment-but not boredom-positively predicted creative thinking. Mediation analysis confirmed significant indirect effects of leisure-time PA on creative thinking through academic control/subjective task value and classroom enjoyment. These findings highlight the importance of promoting leisure-time PA to foster positive emotional experiences and enhance students' creative thinking.