Investigating the Relationship between Perceived Teacher Emotional Support and Academic Engagement: The Mediating Role of Mastery Goal Orientation and Positive Achievement Emotions

Document Type : Research Paper

Authors

1 1. Professor of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.

2 PhD. Student of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.

3 PhD Student in Educational Psychology, Lorestan University, Khorramabad, Iran

10.22098/jsp.2026.18172.6260

Abstract

Objecive: The present study aimed to examine the relationship between perceived teacher affective support and students’ academic engagement, with the mediating role of mastery goal orientation and positive achievement emotions.
Methods: The method of the present study was descriptive and correlational, conducted using the structural equation method. The statistical population included all high school students in Khorramabad during the 2024–2025 academic year. A total of 380 students were selected through multistage cluster sampling and completed the perceived teacher affective support, academic engagement, mastery goal orientation, and positive achievement Eemotions questionnaires. The collected data were analyzed using SPSS version 26 and AMOS version 24 software.
Results: The results of the structural model indicated that perceived teacher affective support was directly and indirectly related to students’ academic engagement through the mediating roles of mastery goal orientation and positive achievement emotions (p< .01). The model fit indices also confirmed the adequacy of the proposed model.
Conclusion: In general, the practical implications of the findings may contribute to identifying the underlying factors of academic engagement and designing interventions that, by strengthening teacher affective support, mastery goal orientation and positive achievement emotions, enhance students’ active participation in the learning process. The results highlight the importance of establishing emotionally supportive teacher–student relationships and addressing emotional and motivational aspects of instruction to improve the quality of learning.

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