The Role of Socialemotional Competencies and Social Teaching Practices on Students’ Emotions: The Mediation Role of Teachers’ Emotions

The present study aimed to evaluate a new model of students’ emotions in which the role of teachers’ socialemotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 sixgrade 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 socialemotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. The results indicated that teachers who had socialemotional 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’ socialemotional teaching competency has an indirect effect on the students’ emotion via the teachers’ positive emotions.