Presenting of Structural Model for Academic Motivation and Cognitive Engagement: According to Mediator Role of Achievement Emotions

In this study, the relationship between academic motivation and Cognitive engagement with mediator role of achievement emotions is surveyed. Participants were 315 college students (173 female and 142 male) in different fields and sections in faculty of psychology and education at Shiraz University that were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), Motivation Scale (Vallerand ,1989) and Achievement Emotions Questionnaire (Pekrun, 2005), were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. The indirect effects were tested using the bootstrap procedure. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results obtained by eliminating two insignificant path. The results indicated that intrinsic motivation has significant positive effect on Cognitive engagement, but extrinsic motivation & amotivation have no significant effect. The result of indirect relationship showed that dimensions of academic motivation only through positive emotions have significant indirect effect on Cognitive engagement.