The effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students

The aim of this research was determine the effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students. The design study was descriptive from type of correlation. The research population was all secondary school students of Darab city in the academic year of 2017-18 with number of 2938 people, which 379 people of them were selected as a sample by multi-stage cluster sampling method. The research instruments were the questionnaires of Leahy's emotional schema, Vallerand and et all's academic motivation and Crowne and Marlowe's social acceptance. Data were analyzed by structural equation method with using SPSS and LISREL software. Findings showed that positive emotional schemas had a direct and positive effect on social acceptance and academic motivation, negative emotional schemas had a direct and negative effect on social acceptance and academic motivation and social acceptance had a direct and positive effect on academic motivation. Other results showed that positive and negative emotional schemas with mediated by social acceptance had an indirect effect on academic motivation (p < 0.05). The social acceptance variable was a good mediator between positive and negative emotional schemas with academic motivation. Therefore, to improve students' academic motivation can be increased the rate of positive emotional schemas and social acceptance and decreased the rate of negative emotional schemas.