TY - JOUR ID - 91205 TI - Autonomy-Supportive Faculty and Students' Agentic Engagement: The Mediating Role of Activating Positive Achievement Emotions JO - International Journal of Behavioral Sciences JA - IJBS LA - en SN - 2322-1194 AU - Bordbar, Maryam AD - Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran Y1 - 2019 PY - 2019 VL - 13 IS - 1 SP - 14 EP - 19 KW - Keywords: Agentic Engagement KW - Autonomy-Supportive Faculty KW - Achievement emotions DO - N2 - 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. UR - https://www.behavsci.ir/article_91205.html L1 - https://www.behavsci.ir/article_91205_b18057de1c10b2db7db8367e7e8e4834.pdf ER -