This study examined parental achievement goals and parent-child relationships as predictors of Asian gifted students' achievement emotions in class. Analysis of data collected in a South Korean high school for gifted children showed that the parental mastery goal of emphasizing the child's task mastery predicted gifted students' enjoyment and hope positively and hopelessness negatively. The parental performance goal of emphasizing the child's normative competence predicted gifted students' enjoyment, hope and pride negatively. In the parentchild relationship, 'respect' predicted pride positively while 'close' predicted shame, anxiety, and anger positively. Notably, 'conflict' in the parent-child relationship positively predicted all examined negative achievement emotions. Implications and ways of improving Asian gifted students' achievement emotions are discussed.

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