چکیده:
The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. Results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competencies played an indirect effect on the students' emotion via the teachers' positive emotions.
خلاصه ماشینی:
The results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students.
(2002) reported that the students demonstrate more positive emotions when they perceive that their teachers and parents support their autonomy and competencies, and they have realistic expectations and values toward them (Pekrun, Goetz, Titz, Perry, 2002).
Moreover, social-emotional competence is considered as a critical factor that is the target of universal preventive interventions which are conducted in schools because the construct (a) is associated with social, behavioral, and academic outcomes which plant a role in enhancing healthy development; (b) forecast the important life outcomes in adulthood; (c) can be promoted with feasible and cost-effective interventions; and (d) plays a critical role in developing the behavior change process (Domitrovich, Durlak, Staley, Weissberg, 2017).
According to Brackett and Rivers (2009), there are some positive interactions between teachers' dominance in social-emotional competencies and STP with students, and the students have more pleasurable emotions in this respect.
Based on the above objectives, three hypotheses were raised as follows: H1: The TSEC plays a significant role in the teachers' and students' negative and positive emotions.
Many teachers spend a considerable amount of time preparing their lessons and sometimes they forget about their own well-being, which is evident by the high burnout rates frequently reported in the teaching profession (Bakker, Demerouti, Taris, Schaufeli, Schreurs, 2003; Chang, 2009; Evers, Tomic, Brouwers, 2004).
Student-teacher relationship at university: An important yet under The Role of Social-emotional Competencies … P a g e | 61 researched field.