Abstract Introduction: The aim of this study was to investigate the mediating role of students activating positive achievement emotions, in the relationship between faculty s support of autonomy and students agentic engagement. Method: This is a correlational study, in which structural equation modeling has been used for analyzing a conceptual model. The sample included 389 undergraduate students of Ferdowsi University of Mashhad, who were selected by randomized multistage cluster sampling method. Data was collected through the Autonomy-Supportive Environment Questionnaire, the Agentic Engagement Scale and the three subscales of Achievement Emotions Questionnaire. Results: The results showed that supporting autonomy has a significant direct effect on activating positive achievement emotions and it affects agentic engagement indirectly, via achievement emotions. Conclusion: Accordingly, students activating positive achievement emotions play a mediating role between autonomy-supportive faculty and their agentic engagement.

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