Background: In academic settings, the goals that students pursue have a significant impact on students’ motivation, performance and EMOTIONS, a condition known as ACHIEVEMENT emotion.Objectives: The goal of this research is to assess the effect of accomplishment goal on ACHIEVEMENT emotion of students.Patients and Methods: The study comprised 380 elementary students of grades four to six. They completed self-report questionnaires tapping ACHIEVEMENT Goals Questionnaire (AGQ) and ACHIEVEMENT EMOTIONS Questionnaire (AEQ) in the classroom during a school session. All descriptive statistics, regression and confirmatory factor analyses, were performed using SPSS 19.Results: Simultaneous multiple regression of ACHIEVEMENT goals on students’ ACHIEVEMENT motivation showed that, each of the ACHIEVEMENT goals predicts ACHIEVEMENT EMOTIONS differently. The findings are fully presented in the result section.Conclusions: The results of this study revealed that ACHIEVEMENT goal is a significant factor in predicting ACHIEVEMENT EMOTIONS.Actually, these results present evidence of the advantages of mastery goals and the disadvantages of performance avoidance goals.

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 present study investigated the mediating role of anxiety and self-regulation in the relationship between ACHIEVEMENT goals (mastery and performance) and academic performance. Participants (274 female and 384 male third grade Math students in state high schools of Tehran) were selected by multistage random sampling method and answered three scales: The Self-Regulation Strategies, Miller and et al (1996); the ACHIEVEMENT Goals, Middleton & Midgley, (1997); and the Academic EMOTIONS, Pekrun (2005). To evaluate the academic performance, the students, average scores were used. Path analysis indicated a good fitness for the model and revealed that mastery goals have significant indirect effect on academic performance by the mediation of Self-regulation and anxiety, but performance goals don’t have significant indirect effect on academic performance. On the whole, it seems that mastery-oriented students use deep learning strategies and they usually have intrinsic goals and motivation. They naturally show less anxiety in challenging situations and they also use cognitive and Meta cognitive strategies which result in improvement of self-regulation and reduction of anxiety and have positive effects on academic performance.