The Mediating Role of Achievement Emotions on the Relationships between Goal Orientations and Psychological Capital with Academic Well-being and Acebemic Life Style Behaviors in Gifted Students

his study examined the mediating effect of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs amonn male and female gifted students. 366 students (182 male and 184 female) responded to the Achievement Goal Questionnainre- Revised (AGQ-R, Elliot & Murayama, 2008), Psychological Capital Questionnaire (PCQ, Luthans, Avolio, Avey & Norman, 2007), Achievement Emotions Questionniare-Revised (AEQ-R, Abdollahpour, 1394), Health-Oriented Academic LifeStyle Promoting/ Reducing Behaviors Questionnaire (HALSP-RBQ), School Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for male and female gifted students, the partially mediated model of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs had good fit to data. The results of the group specificity of structural relations showed that the hypothesized relationships were equivalent for both groups. In sum, on the one hand, these results showed that achievement goal theory in learners played an important role in explaining adaptive and maladaptive acheivement-oriented efforts. On the other hand, the complementary feature of the psychological capital construct was able to push the conceptual boundaries of motivation contemporary theories.