The Relationships between Emotions of Students, Teachers and Parents with Academic Performance in Science

The quality of academic performance of students is influenced by various factors. Students in school not only acquire knowledge and cognitive skills, but also experience the pleasant and unpleasant excitements associated with learning and progress. The purpose of the present study was to investigate the relationships between emotions of etudents, teachers and parents with cademic performance in science. The present study was descriptive and correlational. The statistical papulation included all 8th grade female students studying in the schools of the Miandoab city during the academic year of 1391-97, and 330 of them were selected using cluster sampling method and completed the questionnaires of academic emotions of students (Pekrun et al., 2002), academic emotions for the parents and teachers (Frenzel et al., 2009). The first turn of the science course was also used to determine academic performance. Data analysis was performed using correlation and regression method. The results of correlation test showed that there is a significant relationship between students' enjoyment and anxiety, parents' and teachers' enjoyment with academic performance (p <0.05). Also, there is a significant relationship between the emotions of parents and teachers, with the exception of teachers' anxiety with student emotions (p <0.05). Regression results also showed that the students ' enjoyment and anxiety emotions, the enjoyment of teachers and parents, are more contributing to predicting students' academic performance. Emotional responses of parents and teachers, especially enjoyment and anxiety, have educational implications for students. As a result, teachers and parents should be aware of their emotional experiences and pay attention to the importance and quality of their excitement.