Document Type: Original Article
Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
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.