Causal modeling of student's academic achievement Based on achievement goals and achievement emotions

The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance.