Evaluation of the Structural Model of Achievement Motivation Based on the School Climate and Values Related to Study with the Mediation of Meta-Emotion in Students

The motivation determines the energy and behavior, and the aim of all educational systems is to increase the achievement motivation in the students. Therefore, the purpose of the present study was to evaluation of the structural model of achievement motivation based on the school climate and values related to study with the mediation of meta-emotion in students. The research method was correlation and the sample consisted of 380 students (190 girls and 190 boys) from first grade high school students in the age range of 15-13 years old in Shiraz during the academic year 2016-2017. The sample was selected by multi-stage cluster sampling method and the school climate (Zullig et al., 2009), Values Related to the Study (2017), meta-emotion (Mitmansgruber et al., 2009), and achievement motivation (Hermans, 1970). Data were analyzed using Pearson correlation coefficient and regression equations in the form of path analysis. Findings showed that the school climate, values related to the study, and meta-emotion have a direct impact on motivation. It was also found that school climate and values related to the study through meta-emotion had an indirect effect on motivation (P = 0.01). The positive values related to the study, the presence of encouraging supportive school climate, and a suitable meta-emotion perspective that including the acceptance of negative as well as positive emotion, can improve the achievement motivation among students.