Abstract:
Academic engagement isan important factor in achieving learning experience. Therefore, inthe present study, the mediating roleof learning emotions in the relationship between learning approaches and academic engagement was investigated. The research method was descriptive and the research design was correlational. The statistical population is all female high school students in public schools in Mahabad (N = 3681). Based on Cochran's formula, 348 students were selected as a sample. Data collection tools were three questionnaires: Rio and Tsang (2011) Academic Involvement, Miller et al. (1999) Learning Approaches, and Pekran (2002). Data analysis was performed using correlation coefficients in PLS software. The results showed that learning emotions (positive and negative) have a mediating role in relation to learning approaches (learning goals, performance goals, instrumental / future goals, perception of ability, internal and external evaluation) with academic involvement (≥ 0.05). P) Also, learning approaches have a positive and significant relationship with academic engagement (P ≥ 0.05). And learning approaches (learning goals, performance goals, instrumental / future goals, perception of ability, internal and external evaluation) have a positive and significant relationship with learning emotions (positive) but have a negative and significant relationship with learning emotions (negative). (05/0P). Learning emotions (positive) had a positive and significant relationship with academic engagement (P≥0.05) but learning (negative) emotions with academic engagement did not have a significant correlation coefficient (P≤0.05). It can be concluded that academic engagement is significantly influenced by learning approaches and learning emotions and positive learning emotions increase the effect of learning approaches on academic engagement