Mahdiyeh Zare Abdollahi - Educational Psychology department, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
Zohreh Hosseinzadeh - General Psychology department, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran

The study aimed to investigate the mediating role of positive and negative academic emotions in the relationship between academic burnout and students' perceptions of teachers on students' academic engagement. The method of the current research design was descriptive and correlational. The study population was all female students in the second high school semester in Tehran ۶th District. A total of ۱۵۴ individuals were selected through convenience sampling. The data collection instruments in this research included Pekrun's academic emotions Questionnaire (۲۰۰۵), Bresó's academic burnout Questionnaire (۱۹۹۷), Reeve's academic engagement Questionnaire (۲۰۰۵), and Pasha-sharifi's Questionnaire about perceptions from teachers (۱۹۸۹). Subsequently, the data were analyzed by SPSS.v۲۱ and AMOS.v۲۳ statistic software, and statistical tests, including regression and path analysis, were conducted. According to the research findings, academic burnout, teacher perceptions, and positive and negative academic emotions directly and significantly impact students' academic engagement. Furthermore, the path analysis results indicated that negative academic emotions mediate the relationship between academic burnout and teacher perceptions of students' academic engagement. Therefore, designing educational interventions based on academic emotions can enhance students' academic engagement.

Academic Burnout, Teacher Perceptions, Academic Emotions, Students' Academic Engagement