University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 2 2019 08 23 The relationship between Antecedents of Academic Emotions, Identity, Education and Academic Achievement Goals The relationship between Antecedents of Academic Emotions, Identity, Education and Academic Achievement Goals 91 112 815 10.22098/jsp.2019.815 FA H Faramarzi M.Sc. Student of Educational Psychology, Shahid Chamran University of Ahvaz N Behrozi Assistant Professor of Educational Psychology, Shahid Chamran University of Ahvaz. F Farzadi M.Sc. Student of Educational Psychology, Shahid Chamran University of Ahvaz Journal Article 2019 09 28 Academic achievement refers to all involvements of students in the school environment including self-efficacy, emotional effects, planning, lack of motivation and result control. Several factors, such as academic emotions, academic identity and progress goals, have a role in it. The purpose of this study is to evaluate academic emotions, academic identity and progress goals as academic achievement predictors. 350 participants were asked to complete the questionnaire of academic emotions, academic identity scale, progress goals scale and academic achievement. The results revealed a relationship between the components of academic emotions (positive and negative emotions, optimism, pessimism, and fear of failure), academic identity and progress goals with academic achievement having a meaningful relationship. The results of regression analysis step by step method showed that the linear combination from a set of predictor variables explains 45.80% of academic achievement. Also, the results of regression analysis step by step entrance method showed that the predictor variables of optimism and academic identity explained 41% of academic achievement. Academic achievement refers to all involvements of students in the school environment including self-efficacy, emotional effects, planning, lack of motivation and result control. Several factors, such as academic emotions, academic identity and progress goals, have a role in it. The purpose of this study is to evaluate academic emotions, academic identity and progress goals as academic achievement predictors. 350 participants were asked to complete the questionnaire of academic emotions, academic identity scale, progress goals scale and academic achievement. The results revealed a relationship between the components of academic emotions (positive and negative emotions, optimism, pessimism, and fear of failure), academic identity and progress goals with academic achievement having a meaningful relationship. The results of regression analysis step by step method showed that the linear combination from a set of predictor variables explains 45.80% of academic achievement. Also, the results of regression analysis step by step entrance method showed that the predictor variables of optimism and academic identity explained 41% of academic achievement. https://jsp.uma.ac.ir/article_815_7fd55842e4f1068c1830645ece674504.pdf