Investigation of the Role of Teacher in Mathematic Academic Emotions and Students Emotion Regulation

The purpose of this research is to survey the role of variables related to teacher in mathematic academic emotions and students’ emotion regulation. Nowadays educational psychologists believe that students in formal education not only achieve the knowledge and cognitive skills, but also grow positive and negative emotions related to learning and achievement. But research on emotion in the educational field is appearing gradually. Also, positive emotions have been neglected by educational research. So this research has accumulated to survey predictive relationship of teacher’s affective support and quality of teaching in positive and negative mathematic academic emotions and students’ emotion regulation. For this purpose, 270 (127 female and 143 male) first grade high school students of Shiraz completed Teacher Affective Support Scale, Teacher Quality of Teaching Scale, Achievement Emotion Questionnaire-Mathematics and Emotion Regulation Questionnaire. The collected data were analyzed using the multiple regression analysis. Results showed that quality of teaching variable can predict positive mathematic academic emotions and students’ emotion regulation, significantly and positively. Teacher affective support variable can predict negative mathematic emotions significantly and negatively. According to the finding of this research teacher has important role in construction of positive and negative mathematic academic emotions and students’ emotion regulation.