The Influence of Positive Emotions on Learning Efficacy of College Physical Education Majors

Abstract

The current physical education in universities is shifting from a single indicator centered on grades to a composite goal that focuses on students’ physical and mental development and long-term growth. The coordinated development of body and mind among college students has received widespread attention. However, there is still a lack of research on the impact of positive emotions on the professional technical learning efficacy of sports majors. This study selected 89 undergraduate students majoring in sports training at the second level or above from Chengdu Sport University as the research subjects, and analyzed the correlation between positive emotions and professional learning efficacy, as well as the differences between genders. This article analyzes that there is a significant positive correlation between positive emotions and specialized technical learning efficacy among students majoring in sports. Positive emotions can explain 13.8% of the variation in learning efficacy, and the level of positive emotions in males is significantly higher than that in females, but there is no gender difference in learning efficacy. Based on this, this article proposes the following suggestions: creating an inclusive and supportive training atmosphere, setting tiered learning goals, controlling exercise load reasonably, and implementing differentiated emotional guidance for different genders.