Rooyesh-e- Ravanshenasi Journal(RRJ)

The present study aimed to investigate the mediating role of academic emotions in the relationship between attributional styles and task value with academic performance. The design of this descriptive/ correlational study was a path analysis type. The statistical population included all sixth-grade elementary school girls of Qom city in 2023-2024; among whom 232 students were selected as samples by the random cluster sampling method. Research tools included the revised children’s attributional style questionnaire (CASQ-R) (Kaslow and Nolen-Hoeksema, 1991), task value subscale of the motivated strategies for learning questionnaire (MSLQ) (Pintrich, 1991), the achievement emotions questionnaire (AEQ-ES) (Pekrun et al., 2007), and the academic performance questionnaire (EPT) (Dortaj, 2004). Path analysis was used to analyze the data. The findings showed that the conceptual model was a good fit. Results also indicated that positive attributional style and task value have a positive relationship with enjoyment, and a negative relationship with anxiety (p<0.05). Also, a negative relationship was found between negative attribution style and enjoyment, and a positive relationship with anxiety and fatigue (p<0.05). There was a positive relationship between enjoyment and academic performance, and a negative relationship between anxiety and fatigue with academic performance (p<0.01); However, there was no relationship between attribution styles and task value with academic performance (p>0.05). The indirect effect of negative attribution style and task value through academic emotions on academic performance was significant (p<0.05). Based on the findings, it is concluded that academic emotions play a mediating role in the relationship between negative attributional styles and task value with academic performance.