autonomy-supportive faculty and students’ agentic engagement: the mediating role of activating positive achievement emotions

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.