In today's complex and challenging world, students' academic success is not limited to cognitive abilities alone, and emotional factors and individual skills play a decisive role in creating motivation and academic progress. The present study aimed to investigate the role of emotion management and problem-solving skills in predicting the level of achievement motivation of second-year high school students in Ardabil city in the academic year 1404-1405. This study is of correlational type and is considered to be applied in terms of purpose. The statistical population included all second-year high school students in Ardabil city, of which a sample of 176 was selected using multi-stage cluster sampling. The emotion management questionnaire, problem-solving skills questionnaire, and academic achievement motivation questionnaire were used to collect data. The data were analyzed using SmartPLS software and descriptive statistics (mean and standard deviation) and inferential tests (Pearson correlation and multiple regression). The results showed that there is a positive and significant relationship between emotion management and achievement motivation, and problem-solving skills are also directly related to achievement motivation. Regression analysis showed that emotion management and problem-solving variables can significantly predict students' academic achievement motivation. Accordingly, strengthening emotional abilities and problem-solving skills can be considered as an effective strategy to increase achievement motivation and improve students' academic performance.