Relationship between Achievement Goal Orientations and Academic Wellbeing: The Mediating Role of Achievement Emotions

This study examined the mediating effect of positive and negative achievement emotions on the relationship between achievement goal orientations and academic well-being. On a sample consisting of 282 students (142 male 140 female) were administrated the Achievement Emotion Questionnaire (AEQ), the Achievement Goal Questionnaire (AGQ) the School/University Burnout Inventory (SBI), and the Schoolwork Engagement Inventory (SEI). Results indicated that the relationship between achievement goal orientations and academic well-being by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the mediating model of positive achievement emotions, models' predictors accounted for 40% and 42% of the variance in academic engagement and academic burnout, and in the mediating model of negative achievement emotions, models' predictors accounted for 39% and 63% of the variance in academic engagement and academic burnout respectively. In sum, the results emphasizing on the mediating role of achievement emotions, show that achievement goal orientations only by achievement emotions can predict the indicators of academic well-being.