The role of aggression, depression and psychological well-being of teachers in predicting academic achievement of students: A case of Tabriz city

The aim of this study is to determine the role of aggression, depression and psychological well-being of teachers in predicting academic achievement of guidance students. The research method is correlational. The population included all teachers and students in Tabriz city. The sample consisted of 100 teachers and 500 students selected by multi-stage cluster sampling. For the measurement of variables, Williams aggression questionnaire as well as Riffs depression and psychological well-being of scale were employed. The data were analyzed using Pearson correlation coefficient and multiple regression. The results showed that there is negative correlation between aggression, depression of teachers with student achievement, but there was positive relationship between the psychological well-being and academic achievement. Furthermore, the results of the regression analysis showed that about 26 percent of the variance in academic achievement is explained by the variables of physical aggression, verbal aggression, psychological well-being and depression. According to the beta values​​, psychological well-being, verbal aggression, physical aggression and depression are the strongest variable to predict student achievement. There is positive correlation between academic achievement and psychological well-being, but negative correlation between physical aggression, verbal and depression and academic achievement. Thus aggression, depression and psychological well-being of teachers can play a role in predicting academic achievement of students.