Presenting of Structural Model for Academic Motivation and Emotional Engagement: According to Mediator Role of Achievement Emotions

In this study, the relationship between academic motivation and emotional engagement with mediator role of achievement emotions is surveyed. Participants were 315 college students (173 female and 142 male) in different fields and sections in faculty of psychology and education at Shiraz University that were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), Motivation Scale (Vallerand ,1989) and Achievement Emotions Questionnaire (Pekrun, 2005), were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. The indirect effects were tested using the bootstrap procedure. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results obtained by eliminating one insignificant path. The results indicated that intrinsic motivation has significant positive effect and extrinsic motivation has significant negative effect on emotional engagement, but amotivation has no significant effect. The result of indirect relationship showed that dimensions of academic motivation through positive emotions and intrinsic motivation and amotivation through negative emotions have significant indirect effect on emotional engagement.