InhibitingFactors of Achievement Emotions in Graduate Students (Based on the Role of Perceived Academic Control, , Cognitive Appraisal of Academic Stress, Perceived Cost-Benefit, and Perceived Social Support)

The purpose of this study was to identify some personal and social inhibiting factors of academic emotions in graduate students. The target population included all graduate students of Shiraz University in 2019-2020 academic year.Therefor using convenience sampling ,  400 subjects (224 female and 174 males),were selected among the 14  faculties including faculty of literature  and humanities, economics-management and social sciences, educational sciences and psychology, law and political science, mechanical engineering, electrical and computer engineering, and materials and civil engineering . Data were collected using Perry, Ladkage, Pekran & Plethier (2001) Perceived Academic Control, Peacock & Wong (1990) Cognitive Appraisal of Academic Stress, Rashid & Delfan (2019) Expectancy-Value-Cost-Benefit Questionnaire, and Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, and Pekrun (2005) Achievement Emotions Questionnaire. Data were analyzed using multiple regression method. Findings show that Perceived Academic Control, Cognitive Appraisal (except for threat component), Perceived Cost-Benefit, and Perceived Social Support (except for friend support component) had significant role in predicting negative achievement emotions. Consequently, It's suggested that educational systems  recognize and manipulate students' defective cognitive appraisal and turn them into effective assessments, design learning and social environments (especially family) along with establishing positive interaction, familiarize students with the advanties of education, such as entrepreneurship education, play an effective role in better emotional adjustment of students and also reducing their negative emotions.