The Relationship between Achievement Goals and Educational Excitement and Educational Achievement in Eleventh Elementary School Students in Tehran

The purpose of present study was to examine the relationship between the achievement goals with educational emotions and academic achievement base girl students in Tehran.  

The statistical population of this study was all 11th base girl students of high school in Tehran, which 300 students were selected by using random-cluster sampling method. The achievement goals questionnaire by Middleton & Midgley (1997), and the educational emotions Questionnaire by Pekrun (2017) were used to collect data, and the mean of students were used to measure academic achievement. The collected data were analyzed using Pearson correlation coefficient and multiple regression.  

The results showed that there was a positive and significant relationship between achievement goals with educational emotions and academic achievement of students (p <0.01). The results of regression analysis also showed that the achievement goals were able to predict the educational emotions and academic achievement of these students (R= 0.156) and its contribution to explaining the variance of educational emotions and academic achievement was 2.4% (R2=0.024). Also, the results of the sub-hypothesis analysis of the research showed that there was a significant difference between the achievement goals between the students of the three discipline of mathematical, experimental and humanities. Educational emotions had also significant difference among the students of the three discipline of mathematical, experimental and humanities.