Presenting a casual model of relationship between Perception of achievement goals and the application of active teaching methods: the meditating role of teaching emotions Among Physical Education Teachers

The purpose of this study was to provide a causal model of the relationships between learners' perception of achievement goals and application of active teaching methods by physical education teachers with the mediating role of teaching emotions. In this regard, 317 physical education teachers of Isfahan province were selected by multistage cluster sampling and responded to the achievement goals, active teaching methods and teaching emotions. In the study of causal relationships between variables, path analysis and LISREL software were used. The results showed that mastery goals, through the mediation of positive and negative emotions, have indirect and positive effect on active teaching methods; while the impact of the performance-approach and performance-avoidance goals are indirect and negative. Also, the amount of variance explained by the use of active teaching methods indicates the importance of teachers' perceptions of teaching goals and emotions in using active teaching methods.