جستجوی مقالات مرتبط با کلیدواژه « achievement emotions » در نشریات گروه « علوم انسانی »

The present study was carried out to examine the impact of guided exploratory teaching method on achievement emotions of male elementary school sixth graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all male elementary school students in Meybod in 2020-21 school year from among whom 30 pupils were selected via random cluster sampling method and randomly assigned to two groups of experimental (N=15) and control (N=15). The guided exploratory teaching method was utilized for the experimental group and the conventional teaching method was used for the control group. The research instrument included Achievement Emotions Questionnaire (elementary school students form). To analyze data, multivariate analysis of covariance was used. The results showed that guided exploratory teaching method had a significant effect on the enjoyment of attending math classes. Also, guided exploratory teaching method significantly increased the pleasure of doing math assignments and significantly reduced the anxiety of doing math homework. In addition, guided exploratory teaching method increased the pleasure of taking math exams and reduced math exams anxiety. Accordingly, guided exploratory teaching method can be used as a useful intervention to organize students’ achievement emotions.

This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students.

The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.

The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant.

In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.

This study examined the mediating effect of cognitive coping strategies and achievement emotions on the relationship between mental toughness and academic lifestyle behaviors among male and female gifted students. In this correlational study, 288 gifted students (141 male and 147 female) responded to the Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006), the Health-oriented Academic life-style Questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a), the Achievement Emotions Questionnaire-Revised (Abdollahpour, 2015) and Mental Toughness Questionnaire-Revised (Wagnall, Donovan, Papa Georgiou, Clough, Parker & Drinkwater, 2019). Structural equation modeling was used to assess the proposed gifted students. Results indicated that for gifted students, the partially mediated model of adaptive and nonadaptive cognitive coping strategies and positive and negative achievement emotions on the relationship between mental toughness academic lifestyle behaviors had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 66% and 61% of the variance in inhibitory and facilitator behaviors, respectively. Therefore, the most important idea derived from the findings of the present study is how educational professionals interested in the field of gifted psychology studies can pursue concerns related to the motivational profile analysis of gifted learners by emphasizing the information power of the emerging positive psychology movement.

The aim of this multilevel analysis research is to investigate the relationship of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and positive achievement emotions with math performance in ninth grade students. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 female) was selected by multi-stage random sampling. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Pakran et al.'s achievement emotions questionnaire (2005) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 and level 2 were positively predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between positive achievement emotions and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the increase of students' positive achievement emotions and the improvement of class variables will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.

Pride as a self-conscious achievement emotion, is a commonly experienced emotion in the achievement context and is important for achievement motivation and performance. Therefore, this paper had the aim of adapt and validate the Academic Pride Scale in a student’s population.

In this correlational study, 250 students (140 female and 110 male) who were selected using the convenience sampling method, were answered the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005) and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018).

The results of confirmatory factor analysis showed that the two factor model of Academic Pride Scale including self-based pride and social comparison-based pride had fit well to the data. External validity is demonstrated in terms of relations with students’ achievement goals and cognitive appraisals.

In Sum, these results consistent to Pekrun’s control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct, in the realm of positive and negative achievement emotions, provided double and defensible evidence in defense of the study of achievement emotions in two forms of single emotions focused on a single experience and of course, in the field of multiple positive and negative emotions.

This study aimed to model causal relationships between academic self-efficacy, goal orientations, achievement emotions, and academic well-being in university students. The research method was correlational. For this purpose, a sample consisting of 332 university students (141 male and 191 female), responded to the Achievement Goal Questionnainre-Revised (Elliot & Murayama, 2008), the Academic Self-Efficacy Questionnaire (Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionniare-Revised (Abdollahpour, 1394), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi,2009). Results indicated that for the total sample and for male and female university students, the partially mediated model of positive and negative achievement emotions on the relationship between goal orientations and academic self-efficacy with academic well-being had a good fit for data. The results of the group specificity of structural relations showed that the relationship between goal orientations, academic self-efficacy, achievement emotions, and academic well-being was equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant, and the model’s predictors accounted for 59% and 65% of the variance in academic engagement and academic burnout, respectively. Based on the finding of this study the part of the available variance in academic well-being in the context of prediction of these behavioral motivational models by goal orientations and academic self-efficacy accounted for university students’ positive and negative emotions.

he purpose of this study was to examine the effectiveness of the Combat Stress Now Program on university students ‘cognitive appraisal processes, cognitive emotion regulation strategies, achievement emotions and academic satisfaction. In this Quasi-experimental study with pretest-posttest control-group design in company with follow up stage, 50 students in experimental (25 students) and control (25 students) groups responded to the Stress Appraisal Measure-Revised (SAM-R), the Cognitive Emotion Regulation Questionnaire (CERQ), The Achievement Emotions Questionnaire-Revised (AEQ-R) and the Multidimensional Students’ Life Satisfaction Scale (MSLSS). The experimental group received 10 Combat Stress Now Program sessions (2 hours a session). The results statistical procedures of multivariate and univariate covariance analysis indicated that Combat Stress Now Program was effective in increasing positive cognitive appraisals, adaptive cognitive emotion regulation strategies, positive achievement emotions and academic satisfaction and in decreasing negative cognitive appraisals, non-adaptive cognitive emotion regulation strategies and negative achievement emotions in short term and long term. These findings suggest that Combat Stress Now Program by reducing or eliminating stressors, tolerating or adjusting to negative events or realities, maintaining a positive self-image, maintaining emotional equilibrium and continuing satisfying relationships with others could result in mental immunization in students.

his study examined the mediating effect of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs amonn male and female gifted students. 366 students (182 male and 184 female) responded to the Achievement Goal Questionnainre- Revised (AGQ-R, Elliot & Murayama, 2008), Psychological Capital Questionnaire (PCQ, Luthans, Avolio, Avey & Norman, 2007), Achievement Emotions Questionniare-Revised (AEQ-R, Abdollahpour, 1394), Health-Oriented Academic LifeStyle Promoting/ Reducing Behaviors Questionnaire (HALSP-RBQ), School Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for male and female gifted students, the partially mediated model of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs had good fit to data. The results of the group specificity of structural relations showed that the hypothesized relationships were equivalent for both groups. In sum, on the one hand, these results showed that achievement goal theory in learners played an important role in explaining adaptive and maladaptive acheivement-oriented efforts. On the other hand, the complementary feature of the psychological capital construct was able to push the conceptual boundaries of motivation contemporary theories. 

The purpose of this study was designing and fitting an causal model of the relationship between cognitive appraisal, perceived social support, achievement emotions and achievement motivation in graduate students. The research design was descriptive- correlational by use of structural equation modeling. The target population included all postgraduate students of Shiraz University) about 3400 people) in 2019-2020 academic year. The sample size was 400 (224 girls and 176 boys), selected by multistage cluster sampling method. Data were gathered using Peacock & Long (1990) Cognitive Appraisal, Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, Pekrun, Goetz, and Perry (2005) Achievement Emotions, and  Rashid, Zakeri, Salahshouri and Kordnoghabi (2012) Educational Motivation Questionnaires. Data was analyzed by use of Structural Equation Modeling method in Amos software. The results showed that the proposed model fit the data. Also cognitive appraisal due to negative and positive emotions, and perceived social support due to positive emotions had a significant effect on achievement motivation, but perceived social support due to negative emotions did not have a significant effect on achievement motivation. Based on the findings, it is suggested  that parents and teachers train students adapted cognitive assessment and emotional management from primary education in order to face the stressful academic situations favorably Especially in postgraduate studies; Also family, friends, professors and universities by providing emotional, informational and financial support as well as providing and upgrading scientific equipment mediating to arise positive emotions, cause more achievement motivation in students.

Numerous studies have shown that self-efficacy and perfectionism are associated with academic procrastination; But research that has developed a model for predicting academic procrastination based on social self-efficacy and perfectionism: the mediating role of the achievement emotions has been overlooked.

The aim ot this study was to develop a predictive model of Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions

The present study was descriptive and of correlation and structural equations. The statistical population was all Twelfth grade male students in Mashhad in the academic year 2020-21. Out of 1200 people, A total of 290 individuals were selected by multi-stage cluster sampling. The research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Packran et al. (2007) Emotions Progress Questionnaire, the Kobori Perfectionists (2006) and Self- Efficacy dimensions Questionnaire of Muris. Data were analyzed using Pearson correlation test and path analysis in SPSS-22 & AMOS-24.

The results showed that there was a negative and significant relationship between social self-efficacy, individual standards and positive achievement emotions with academic procrastination (P<0.05). There was also a positive relationship between excessive worry about mistakes and negative progress emotions with academic procrastination (P<0.05). The results of the path analysis indicated that the model fits appropriately, and that social self-efficacy, both directly and achievement emotions (positive & negative); and excessive worry about mistakes, could indirectly academic procrastination through achievement emotions (positive & negative).

social self-efficacy and perfectionism along with other factors, such as achievement emotions play a key role in academic procrastination and the need to pay attention to these factors is essential in prevention programs.

Numerous studies have shown that emotion regulation has been affective on various variables such as resilience, emotional problems and high-risk behaviours. But there is no research that examines training focused on the regulation of Pekrun emotion on the emotions of achievement, Self-Regulated academic.

The aim of the present study was to evaluate the effectiveness of training focused on the regulation of Pekrun emotion on the achievement emotions and academic self-regulation of students.

The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population included all female high school students in Tehran in the 2019-2020 academic year who were selected by multi-stage cluster random sampling of 30 people from Beit-ol Zahra’s high school and randomly, 15 people were in the experimental group and 15 people in the control group. Then, a training program focused on the regulation of Pekrun emotion (Sattari, Pourshahriari and shokr, 2016) was implemented in 6 sessions of 90 minutes for the experimental group. Data were collected through two questionnaires: Pekrun achievement Emotions (2005) and Pintrich & Digrott (1990) Academic Self-Regulation Strategies.To test the hypotheses, multivariate and univariate analysis of covariance was done by using SPSS-25 software.

The results showed that there were significant differences between the pre-test and post-test scores of the experimental group and also significant differences between the experimental and control groups in regulating the emotions of achievement and academic self-regulation. (p˂0.05). The effect of education focused on the regulation of Pekrun emotion on students’ emotions of achievement was 0.22 and on students' academic self-regulation was 0.27.

The results showed that students who participated in educational sessions got higher scores in comparison with the control group and pre-training in components of cognitive strategies, metacognitive strategies, resource management, motivational strategies and the emotions of achievement. Overall, they experienced the emotions of achievement and better Self-regulated academic.

The purpose of this study was to identify some personal and social inhibiting factors of academic emotions in graduate students. The target population included all graduate students of Shiraz University in 2019-2020 academic year.Therefor using convenience sampling ,  400 subjects (224 female and 174 males),were selected among the 14  faculties including faculty of literature  and humanities, economics-management and social sciences, educational sciences and psychology, law and political science, mechanical engineering, electrical and computer engineering, and materials and civil engineering . Data were collected using Perry, Ladkage, Pekran & Plethier (2001) Perceived Academic Control, Peacock & Wong (1990) Cognitive Appraisal of Academic Stress, Rashid & Delfan (2019) Expectancy-Value-Cost-Benefit Questionnaire, and Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, and Pekrun (2005) Achievement Emotions Questionnaire. Data were analyzed using multiple regression method. Findings show that Perceived Academic Control, Cognitive Appraisal (except for threat component), Perceived Cost-Benefit, and Perceived Social Support (except for friend support component) had significant role in predicting negative achievement emotions. Consequently, It's suggested that educational systems  recognize and manipulate students' defective cognitive appraisal and turn them into effective assessments, design learning and social environments (especially family) along with establishing positive interaction, familiarize students with the advanties of education, such as entrepreneurship education, play an effective role in better emotional adjustment of students and also reducing their negative emotions.

This study examined the mediating role of cognitive appraisal processes on the relationship between goal orientations and achievement emotions among male and female university students. 340 university students (170 male and 170 female) answered the Achievement Goal Questionnaire-Revised, the Stress Appraisal Measure-Revised and the Achievement Emotions QuestionnaireRevised. Multi-group structural equation modeling was used to assess the mediating effects of cognitive appraisal processes on the relationship between goal orientations and achievement emotions among male and female university students. The results indicated that for the total sample and for male and female university students, the partially mediated model of positive and negative cognitive appraisals in the relationship between goal orientations and achievement emotions had good fit to data. The results of the group specificity of structural relations showed that the relationship between goal orientations, cognitive appraisals and achievement emotions were equal for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant. The results of present study show that part of the common variance between the conceptual circles of goal orientations and positive and negative achievement emotions can be explained through cognitive appraisal processes.

This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional Perfectionism Cognitions Inventory (Kobori, 2006), the Achievement Emotions Questionnaire (Abdollahpour, 2015), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009), Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006) and Health-oriented life-style Questionnaire (Salehzadeh et al, 2017). Results showed that the competed mediated model of behaviors on the relationship between cognitive emotion regulation and perfectionism with academic well-being and achievement emotions had good fit to data. All of the regression weights in the hypothesized model were statistically significant. In sum, results showed that a part of emotional functioning of gifted in academic situation, can be explained through their difference in cognitive/emotional/behavioral characteristics.

The influential and important role of emotions in students' academic life has drawn the attention of educational psychologists to emotions. So, can emotion regulation training affect students' negative emotions and psychological well-being?

The aim of the present research was to study the effectiveness of achievement emotions regulation training on negative emotions and psychological well-being of students.

This research was a quasi-experimental study with pretest-posttest and follow-up design with control group. The statistical population included all female middle school students in the city of Tehran during the academic year 2016-2017. Random cluster sampling was used. Participants completed the Achievement Emotion Test (Pekrun, Goetz & Perry, 2005) and the Psychological Well-being Scale (Ryff, 2002). Then, 50 students with high negative emotions were selected (n=356) and were randomly divided into two experimental and control groups. The researcher-made training package (1986) was administered to the experimental group for 6 weeks (2 sessions per week, 60-90 minutes each session) and the control group received no training. Data were analyzed using univariate analysis of covariance.

The results indicated that achievement emotions regulation training significantly decreased negative emotions and also significantly increased psychological well-being among the experimental group in post-test (p=0/001). These results continued during the follow-up period too.

Achievement emotions regulation training was effective on reducing negative emotions and promoting psychological well-being in female students.

This study examined the mediating effect of achievement emotions on the relationship between casual attributions and academic burnout among university students. The method of the current study was descriptive-correlation.  Four hundred and forty six university students (201 females, 245 males) were selected using a multistage random sampling method. The participants completed the Class-Related Achievement Emotions-Short Form (CRE-SF; Geravand et al, 2016), the Attribution Style Questionnaire (ASQ; Peterson et al. 1982) and the School Burnout Inventory (SBI; Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The results of structural equation modeling indicated that the partially mediated model of achievement emotions on the relationship between casual attrition patterns and academic burnout had acceptable fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and predictors of the model accounted for 57% and 60% variances of positive and negative achievement emotions, respectively, and 63% variances of academic burnout. The results of the current study supported the role of casual attributions in predicting learners' academic burnout. The findings suggested that the part of common variance between casual attributions and academic burnout were resulted from variability in numerical values attributed to mediating factors in the proposed model.

Students' academic achievement is considered a determining factor in assessing the quality of educational systems. Evidently, realization of this will not be possible without the full engagement of learners in academic activities. Recently, researchers have used the term ‘engagement’ to refer to ‘the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes’ (Hu & Kuh, 2002, p. 555). Academic engagement is a multi-dimensional structure: behavioral engagement, agentic engagement, cognitive engagement, and emotional engagement. The behavioral scale was designed to tap teachers’ perceptions of students’ effort, attention, and persistence during the initiation and execution of learning activities (Furrer & Skinner, 2007). Reeve and Tseng (2011, p.1) initially proposed the concept of agentic engagement. They defined it as “students’ constructive contribution into the flow of the instruction they receive”. Agentic engagement is similar to the other two aspects of engagement, as it is similarly a constructive student-initiated pathway to academic progress; but it is also meaningfully different. Conceptually, agentic engagement is a uniquely proactive and transactional type of engagement. Cognitive strategies involve the use of rehearsal, elaboration, and organizational strategies to increase encoding, retention, and comprehension of classroom materials (Weinstein & Mayer, 1986). Emotional engagement involves interest, boredom, happiness, anxiety, and other affective states, any of which could affect learners’ involvement in learning. Achievement goal theory has become one of the dominant frameworks for the conceptualization of achievement motivation in general, and motivation in school in particular (Elliot, 1999; Pintrich, 1994). Academic engagement is under the influence of several factors such as achievement goal, academic motivation and achievement emotions. Achievement goal theory was formulated out of several research programs that converged on the idea that students construe meanings for achievement situations, and that these meanings involve a comprehensive purpose for engagement in action, namely, achievement goal orientations (Maehr, 1984; Molden & Dweck, 2000). Moreover, academic motivation refers to the cause of behaviors that are in some way related to academic functioning and success, such as how much effort students put forth, how effectively they regulate their work, which endeavors they choose to pursue, and how persistent they are when faced with obstacles (Schunk et al. 2008). Atkinson and his colleagues (1957) formed the concept that achievement motivation that stems from two separate needs. One is the motivation to achieve, which is related to one’s desire to accomplish successful goals and the other is the motivation to avoid failure. In line with these studies, research is needed to investigate the relationship that achievement goals and academic motivation could have with academic engagement and the mediating role that achievement emotions could play in this regard. The statistical population of the study constituted the students of education and psychology, who engaged in the academic year 2016-2017 at Shiraz University. Participants were 315 college students (173 female and 142 male) in different fields and sections in the faculty of psychology and education at Shiraz University who were chosen through stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), achievement goals Questionnaire (Elliott and McGregor, 2001), Motivation Scale (Vallerand, 1989) and Achievement Emotions Questionnaire (Pekrun, 2005) were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results were obtained by eliminating two insignificant paths. The results indicated that mastery-approach goals and performance-approach goals have significant positive effect on academic engagement. However, mastery-avoidance goals and performance-avoidance goals had no significant effect. On the other hand, intrinsic motivation was found to have a significant positive effect and extrinsic motivation had a significant negative impact on academic engagement, while amotivation had no significant effect. The results of the indirect relationship showed that achievement goals dimensions through negative emotions, and mastery-approach goals, mastery-avoidance goals and performance-approach goals through positive emotions have a significant indirect effect on academic engagement. Besides, the dimensions of academic motivation through positive emotions, intrinsic motivation and amotivation through negative emotions were found to have a significant indirect effect on academic engagement. Direct hypothesis examination indicated that: mastery goal approach could significantly predict Academic engagement, so that students with mastery goal approach had high academic engagement. Moreover, students with mastery goal approach focused on personal competence. Furthermore, such students enjoyed academic activities and welcomed challenging activities. Based on research findings, mastery-avoidance goal could not predict academic engagement. These students avoided defeat and error and left the tasks incomplete. Performance approach could also significantly predict academic engagement. These students were motivated by proving superiority over others and gaining favorable judgments about their progress. Similarly, intrinsic motivation could significantly and positively predict academic engagement. This might be because students with intrinsic motivation perform academic tasks spontaneously. On the other hand, extrinsic motivation could significantly and negatively predict academic engagement. These students fulfilled their academic tasks to obtain external rewards and reinforcements. Indirect hypothesis indicated that, positive academic motivation has a mediating role in the relationship that mastery goal approach, mastery-avoidance and performance approach have with academic engagement. Moreover, positive academic achievement has a mediating role in the relationship between intrinsic and extrinsic motivation and academic engagement.

The main goal of this study was to examine the effectiveness of teaching of science course with combining Keller's motivational design model on achievement emotions of elementary students. The study had a quasi-experimental design with pre-test, post-test and control group. Research population was included all of the Fourth grade male students of the elementary schools in sanandaj during the academic year of 2016-17, witch among them a fifth grade class with 32 students as a experimental group and another class with 31 students as control group were selected using a multi stage cluster sampling method. Achievement emotions questionnaire – elementary school was used as research tool. The teaching program with combining four elements of Keller's motivational design model was conducted for students in the experimental class during 8 sessions (each 45 min) and 2 sessions per week while the control group was trained without teaching by combining elements of motivational design in the classrooms. Data analyzed done with covariance analysis method. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and by combining elements of motivational design has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation (P>0/05).