University of Tehran Journal of Applied Psychological Research 2251-8126 8 2 2017 08 23 Causal modeling of student's academic achievement Based on achievement goals and achievement emotions Causal modeling of student's academic achievement Based on achievement goals and achievement emotions 17 34 63705 10.22059/japr.2017.63705 FA Hadi Samadieh Masoud Gholamali Lavasani Ahmad Khamesan Journal Article 2017 11 01 The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance. The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance. https://japr.ut.ac.ir/article_63705_1000bdd9dc4f3e5599ebcca8e966d5a2.pdf