The Causal Model of Predicting Academic Achievement Based on Goal Orientation and Perception of Classroom with the Mediating Role of Academic Emotion

The purpose of this study was to predict academic achievement based on the goal orientation and perception of classroom with the mediating role of academic emotion in the form of causal model in path analysis. The statistical sample of this study included 380 students studying in the 9th grade at Tabriz city who were selected by cluster random sampling method. The data collection tools included such questionnaires as Achievement Goal Questionnaire (Elliot & McGregor, 2001), Perception of Classroom (Gentry, Gable and Rizza, 2002) and Academic Emotion (Pekrun, 2005). The results showed that the components of goal orientation (tendency domination, avoidance domination and tendency performance) and the components of perception of the classroom (interest, choice, pleasure) had a direct and positive impact on academic achievement but the avoidance performance had a direct and negative impact on academic achievement. The components of tendency domination, tendency performance, avoidance performance, interest and pleasure had an indirect significant impact on academic achievement through positive emotions. However, the components of tendency domination, tendency performance, avoidance performance, interest, challenge and pleasure had the same impact through negative emotions. Overall, the results showed that, in comparison with components of classroom perception, the components of goal orientation can be considered good predictors of academic achievement.