The effect of physical activity on homework effort of middle school students: the chain mediating effect of executive function and positive homework emotions

Objective Homework effort is widely recognized as a key factor influencing academic performance. This study explores the profound association between physical activity (PA) and homework effort among middle school students, along with the mediating roles of executive function and positive homework emotions between PA and homework effort. Methods A total of 1,776 Chinese students in Grades 7–9 of China’s compulsory education system were surveyed using the Physical Activity Questionnaire, Homework Effort Scale, Executive Function Scale, and Positive Homework Emotion Scale. A chain mediation model and the Bootstrap method were employed to test the mediating effects. Results Physical activity, executive function, positive homework emotions, and homework effort were all significantly positively correlated ( p < 0.001). PA emerged as a potential direct predictor of homework effort ( β = 0.09, p < 0.001). Executive function and positive homework emotions exerted significant mediating effects on the relationship between physical activity and homework effort ( p < 0.001). These mediating effects were manifested through three pathways: the mediating role of executive function (CI = 0.08 to 0.21); the mediating role of positive homework emotions (CI = 0.22 to 0.37); the chain mediating role of executive function and positive homework emotions (CI = 0.03 to 0.07). Conclusion The chain mediation model of executive function and positive homework emotions between PA and homework effort reveals a novel mechanism underlying the association between PA and homework effort in middle school students. These findings suggest that middle school students should be encouraged to engage in physical activity to enhance their executive function and positive homework emotions, thereby exerting a positive effect on homework effort.