Predicting Learning Approaches Based on Achievement Emotions and Aca-demic Self-Efficacy Beliefs in Secondary School Students

The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected by multi-stage cluster sampling (372). The research instruments were Pekrun, Goetz, Tits and Perry (2002), Jinks and Morgan Academic Self-Efficacy Inventory (1999), Tait and Entwistle Study (1998), Questionnaire for Positive and Negative Excitement. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results showed that Positive emotions including pleasure, hope and pride have a significant positive relationship with deep motivation and approach, and there is a significant negative relationship with superficial approach and motivation. The relationship between pride emotion and superficial motivation was not significant. Negative emotions (anger, anxiety, shame, hopelessness, and fatigue) have a significant negative relationship with the deep approach. The relationship of these variables with positive attitude and motivation is (0.01). The relationship between shame and deep motivation is not significant; also Anger has no significant relationship with the superficial approach. The relationship of all four sub-scales of academic self-efficacy beliefs with deep approach and motivation is positive (0.01) and with superficial approach and motivation is negative (0.01). achievement Emotions predict a 13.4% variance of learning approaches. Self-efficacy beliefs predict 33.1% of variance in learning approaches.