The Mediating Role of achievement Emotions in the Relationship between Perceived Quality of Teacher-Student Interaction, Academic resilience Educational procrastination and student burnout

Parisa Yousefi Kourechi Tasouj, Mahmoud Heidari, Omid Shokri, Hosain Pourshahriar

Abstract


The present study aims to examine the mediating role of achievement emotions in the relationships between perceptions of the quality of teacher-student interaction, academic resilience and the educational procrastination and Fatigue among high school students in the city of Tasawi. The present study intends to coincide with some empirical evidences through the adoption of a psychological role of achievement emotions in the relationship between academic burnout and procrastination, such as teacher-student interaction and the academic resilience. In other words, the present study seeks to answer the question whether the achievement emotions have played a mediating role between the teacher-student interaction, the academic achievement and academic burnout and procrastination. In this study, to test the structural relationships between the main variables of the research , the Statistical analysis of structural equation modeling, path analysis method and Pearson correlation coefficient were used. Test results of research hypotheses showed that there is positive significant relation between the perception of the quality of teacher-student interaction and the positive achievement emotions, and the negative meaningful relationship between the the perception of the quality of teacher-student interaction and the negative achievement emotions. There is positive significant relation between the education resilience and the positive achievement emotions, and the negative meaningful relationship between the education resilience and the negative achievement emotions. Also, the results showed positive significant relation between the burnout and the positive achievement emotions, and the negative meaningful relationship between the burnout and the negative achievement emotions. The relationship between academic procrastination and academic burnout is positive and significant. In addition, the results showed the positive significant relationship between procrastination and achievement emotions.


Keywords


Perceived quality of teachers-student interaction, Educational resilience, Educational procrastination, Educational burnout, achievement emotions

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