Constructing a Model for Achievement Motivation based on Cognitive Appraisal, Perceived Social Support and Achievement Emotions in Postgraduate Students

The purpose of this study was designing and fitting an causal model of the relationship between cognitive appraisal, perceived social support, achievement emotions and achievement motivation in graduate students. The research design was descriptive- correlational by use of structural equation modeling. The target population included all postgraduate students of Shiraz University) about 3400 people) in 2019-2020 academic year. The sample size was 400 (224 girls and 176 boys), selected by multistage cluster sampling method. Data were gathered using Peacock & Long (1990) Cognitive Appraisal, Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, Pekrun, Goetz, and Perry (2005) Achievement Emotions, and  Rashid, Zakeri, Salahshouri and Kordnoghabi (2012) Educational Motivation Questionnaires. Data was analyzed by use of Structural Equation Modeling method in Amos software. The results showed that the proposed model fit the data. Also cognitive appraisal due to negative and positive emotions, and perceived social support due to positive emotions had a significant effect on achievement motivation, but perceived social support due to negative emotions did not have a significant effect on achievement motivation. Based on the findings, it is suggested  that parents and teachers train students adapted cognitive assessment and emotional management from primary education in order to face the stressful academic situations favorably Especially in postgraduate studies; Also family, friends, professors and universities by providing emotional, informational and financial support as well as providing and upgrading scientific equipment mediating to arise positive emotions, cause more achievement motivation in students.