%0 Journal Article %T Autonomy-Supportive Faculty and Students' Agentic Engagement: The Mediating Role of Activating Positive Achievement Emotions %J International Journal of Behavioral Sciences %I Baqiyatallah University of Medical Sciences %Z 2322-1194 %A Bordbar, Maryam %D 2019 %\ 04/01/2019 %V 13 %N 1 %P 14-19 %! Autonomy-Supportive Faculty and Students' Agentic Engagement: The Mediating Role of Activating Positive Achievement Emotions %K Keywords: Agentic Engagement %K Autonomy-Supportive Faculty %K Achievement emotions %R %X Introduction: The aim of this study was to investigate the mediating role of students' activating positive achievement emotions, in the relationship between faculty's support of autonomy and students' agentic engagement. Method: This research was a correlational study, in which a structural equation modeling was been used to analyze a conceptual model. The sample included 389 undergraduate students of Ferdowsi University of Mashhad, who were selected by randomized multistage cluster sampling method. Data was collected through the Autonomy-Supportive Environment Questionnaire, the Agentic Engagement Scale and the three subscales of Achievement Emotions Questionnaire. Results: The results showed that supporting autonomy has a significant direct effect on activating positive achievement emotions and it affects agentic engagement indirectly, via achievement emotions. Conclusion: Accordingly, students' activating positive achievement emotions play a mediating role between autonomy-supportive faculty and their agentic engagement. %U https://www.behavsci.ir/article_91205_b18057de1c10b2db7db8367e7e8e4834.pdf