The relationship between cognitive appraisal, achievement emotions, and motor skills in a physical education classroom context: a longitudinal study

The purpose of this study, based on Control-Value Theory of Achievement Emotions, was to examine the correlations and longitudinal associations between cognitive appraisal, two achievement emotions, and two motor skills in a physical education classroom context. The study employed a two-year longitudinal follow-up design, with follow-ups spaced one year apart, and included a total of 698 middle school students aged 12–15 years (M = 13.43; SD = 0.68), comprising 382 males and 316 females. Correlation analysis revealed moderate to strong positive correlations among academic sense of control, subjective task value, enjoyment, and badminton skill, and moderate negative correlations between these variables and boredom as well as basketball time (indicating better basketball skill), both within and across time points (all ps