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Background & Objective: One of the most considerable concerns of higher education systems is how to enhance students' academic engagement and flow. The present study aimed to examine the roles of emotional and autonomy support provided by teachers in students' academic engagement and flow. Material & Methods: The study sample included students enrolled at Kashan University of Medical Sciences in winter 2023. A total of 356 students were chosen as participants using proportional stratified random sampling technique. The data collection instruments were Black and Deci's Perceived Autonomy Support Questionnaire, Sakiz's Teacher Emotional Support Questionnaire, Reeve and Tseng's Academic Engagement Questionnaire, and Martin and Jackson's Academic Flow Questionnaire. The data were analyzed using Structural Equation Modeling (SEM) in Amos-22 software. Results: The SEM results indicated that the proposed model had a good fit. Perceived autonomy support predicted academic engagement (ß =.692, p <0.01) and academic flow (ß = 0.335, p < 0.01), and perceived emotional support predicted academic engagement (ß = 0.226, p < 0.01) and academic flow (ß = 0.312, p < 0.01). Conclusion: The results highlight the importance of the roles of perceived autonomy and emotional support in students' academic engagement and flow. Therefore, medical science universities are recommended to improve the quality of students' learning to achieve higher levels of academic success by giving professors essential guidelines on how to provide students with more autonomy and emotional support. [ABSTRACT FROM AUTHOR]

Background & Objective: Academic burnout is a prevalent and unwanted syndrome that affects a large number of students. Therefore, it is necessary to determine the possible variables that might safeguard students from burnout. The aim of this study was to examine how academic grit acts as a mediator in the relationship between achievement goal orientations and academic burnout among Iranian medical students. Material & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2022-2023. A total of 391 students were chosen as participants using a multi-stage selection method. The data collection tools were Elliot and McGregor's Achievement Goal Orientations Questionnaire, Bresó et al.'s Academic Burnout Questionnaire, and Duckworth and Quinn's Grit Scale. The data were analyzed using Structural Equation Modeling (SEM) in smart-PLS software. Results: The findings indicated that mastery-approach (ß = -0.216, p = 0.001) and performanceapproach (ß = -0.165, p = 0.003) goal orientations directly and adversely predicted academic burnout. Moreover, mastery-avoidance (ß = 0.172, p < 0.001) and performance-avoidance (ß = 0.205, p < 0.001) goal orientations directly and significantly predicted academic burnout. Furthermore, academic grit mediated the association between all types of achievement goal orientations, except mastery avoidance, and academic burnout. Conclusion: Given the adverse effects of academic burnout, it is suggested that responsible bodies in medical science universities take significant measures to promote mastery-approach and performance-approach goal orientations and decrease mastery-avoidance and performanceavoidance goal orientations among students. Further, students' academic grit could be increased via educational workshops and counseling sessions. [ABSTRACT FROM AUTHOR]