" انفعالات الإنجاز کمتغير وسيط بين توجه الحرکة ــ السکون والتحصيل الدراسي لدى طلاب الجامعة"

Abstract
   The current research aims at suggesting a causal structural model for interpreting the relationship between  action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD, performance - related action orientation AOP) and achievement emotions (positive activating, negative activating, negative deactivating) and academic achievement among university students, and examining the differences between students in action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD, performance - related action orientation AOP) according to gender (male/female). 
The research sample consists of (256) male and female students  at faculty of education Tanta university. The research used the following tools: Achievement emotions scale (edited by the researcher), Action Control Scale (ACS-90) developed by (Diefendorff, Hall, Lord & Strean, 2000) and translated into Arabic by the researcher, to measure the current research variables. The current research used the Path Analysis Technique and concluded with a best structural model that matches the correlations between the research variables. The results were as follows:
v Action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD, performance - related action orientation AOP) has direct positive significant statistical effect on positive activating achievement emotions.
v Action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD, performance - related action orientation AOP) has direct negative significant statistical effect on negative activating and deactivating achievement emotions.
v Positive activating achievement emotions has direct positive significant statistical effect on academic achievement.
v Negative deactivating achievement emotions has direct negative significant statistical effect on academic achievement.
v Negative activating achievement emotions has direct negative no significant statistical effect on academic achievement.
v Action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD, performance - related action orientation AOP) has indirect positive significant statistical effect from (positive activating, negative deactivating) achievement emotions on academic achievement.
v Failure - related action orientation AOF has direct negative significant statistical effect on academic achievement.
v  
v There are significant statistical differences between males and females in action - state orientation (failure - related action orientation AOF, decision - related   action orientation AOD) in favor of the former.
v There are no significant differences between males and females in performance - related action orientation AOP.