<p>This cross-sectional study conducted to develop a model for predicting academic achievement of university students by investigating the relationship between teaching skills, academic emotions (positive and negative), and academic stress associated with Mindset (growth and fixed) using structural equation modelling. The statistical population consisted of 360 students of Islamic Azad University of Hamedan who were selected randomly using relative stratified method. The study was descriptive and correlational. The data was analysed by SPSS version 25 and SmartPLS version 3.2.8. First, validity of the model was estimated using Cronbach's alpha, composite reliability, convergent validity, and divergent validity; then, the coefficient of determination, effect size, and Stone-Geisser criterion were calculated for evaluating the structural model. The results showed that validity and adequacy of the suggested model was suitable. Thus, it could be used in different situations by experts in the related areas. The relationship between growth Mindset and academic achievement was significant; growth mindset moderated the effect of negative emotion and stress on academic achievement the key role of professor skills in academic achievement of students was confirmed directly or through its effect on positive emotion. The effect of teaching skills was not significant on academic achievement of students with fixed Mindset, while the effect of academic stress was confirmed on these students. Therefore, identification of students with fixed mindset and psychological interventions for these students can be effective in their academic achievement and their mental health.</p>