عنوان مقاله [English]
Students' emotional engagement is an antidote that may reduce academic motivation and academic achievement, so it is important to identify the factors that affect it. Hence, the relationship between achievement goals and emotional engagement with mediator role of achievement emotions was surveyed is this study. Participants were 315 college students in different fields and sections in Faculty of Psychology and Education at Shiraz University that statistical population were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), achievement goals Questionnaire (Elliott and McGregor, 2001) and Achievement Emotions Questionnaire (Pekrun, 2005) were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-24 software. In addition, the indirect effects were tested using the bootstrap procedure. Accordingly to findings, it indicated that the proposed model fitted the data properly. Better fit obtained by eliminating two insignificant path. Moreover, the results indicated that mastery-approach goals and performance-approach goals had a significant positive effect on emotional engagement, though performance-avoidance goals had significant negative effect on emotional engagement. Ahtough mastery-avoidance goals had no significant effect on emotional engagement. The result of indirect relationship showed that mastery-approach goals, mastery-avoidance goals and performance- avoidance goals through negative emotions, and mastery-approach goals, mastery-avoidance goals and performance-approach goals through positive emotions had significant indirect effects on emotional engagement.
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