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Abstract
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Guilt and Shame are the parts of self-conscious emotions that should be considered from the begining of childhood. self-conscious emotions have important role in health and adaptability of children. self-conscious emotions are stimulated by self-deliberation and self-evaluation. Surveying the history of emotion studies shows that cooperation of the biological, cognitive, social and cultural parameters to arouse the emotions and nessecity of considerational caring to the extended range of analysis fields in explanation of the emotion phenomenon. The aim of this paper is the explenation of intermediating of teacher-student relationship and attributional style students in accrdance to students attachment style and teachers with shame and guilt students. The statical group of this research are the whole of the students elementary school, the fourth, fifth and sixth degree of the twon of Galledar and their teachres. In the method of random multiproccess clustral sampling of 565 students and 36 of teachers. Teachers have given the adult attachment style and students, the test of self-conscious affect- child version, attachment style classification questionnaire, children attributional style questionnaire-revised and questionnaire on teacher-student interaction. For testing the hypothesis, used the method of correlation and path analysis with structural equation. The result show that, at revised model, based on external variables, avoidant attachment style teacher path to shame, ambivalent attachment style teacher path to guilt, teacher-student relationship and negative attributional style, secure attachment style teacher path to negative attributional style, ambivalent attachment style student path to shame, guilt, teacher-student relationship and negative attributional style, secure attachment style student path to guilt, based on mediator variables, teacher-student relationship path to shame and guilt, negative attributional style path to shame, negative stable dimensio
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