The relationship between cognitive emotion regulation strategies, perception of teacher's diagnostic skills, challenging level of class and quality of teacher's teaching with achievement emotions in ninth-grade students: A multilevel analysis

The aim of the present study was to investigate the relationship between cognitive emotion regulation strategies, perception of teacher's diagnostic skills, the challenging level of the class and the quality of teacher's teaching with achievement emotions in ninth-grade students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Males and 500 Females) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of the multilevel analysis showed that variables of level 1 and level 2 were positively and significantly predicting positive achievement emotions of students. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotion and positive achievement emotions were significant. It can be concluded that paying attention to the improvement of students' positive strategies of cognitive regulation of emotions and class variables will lead to the improvement of students' positive achievement emotions and their positive attitude towards the education process.