Structural Equation Modeling of Relationship Between Teachers’ Emotional Empathy ‎‎With Academic Excitement and Academic Achievement City Urmia Students of 6th ‎‎Grade

The purpose of this research is to acknowledge the effect of teacher’s emotional empathy on the student’s excitement originated from making progress and academic progression of City Urmia students of 6th grade. The adopted research approach was descriptive and the correlation research. The statistical population consists of all sixth elementary students of Urmia city (12575 student) and teachers (200 people). A sample of 375 sixth elementary students was selected Stratified random sampling through using the Kerjeci & Morgan cluster table. 375 students filled the academic-originated excitement Questionnaire Pekran et al and for every three students, one teacher in each class filled the emotional empathy Scale mehrabian and epstein (125 people).  The data was analyzed via Smart PLS 2 and least square approach. The results demonstrated that emotional empathy of teachers affects academic excitement (positive and negative) of City Urmia 6th grade students. Teachers’ emotional empathy does have a direct and meaningful effect on students’ academic progression. Therefore, emotional empathy from teachers plays an important role in invigorating the positive excitement of 6th grade students and can lessen the negative excitement.