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Keywords
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teacher's emotions, mood, the structure of class goals, self-consciousness, shame, guilty feelings, feedback, goal orientation
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Abstract
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Self-conscious emotions develop gradually during the growth of children and help them increasingly deal with social interactions and organize their relationships in an optimal way. The purpose of this study was to investigate the mediation role of teacher feedback to students and the orientation of students' goals in the relationship between teachers' emotions, student’s mood and the structure of class goals with students' self-conscious emotions of shame and guilty feeling. The statistical population of this study is all elementary students of fourth, fifth and sixth grade of Lamerd city and their teachers. 400 students were selected using random cluster sampling. A sample of 400 students and their parents, as well as their teachers, who were 37 people, were selected. Teachers completed the questionnaire of teacher emotions and feedback and students completed self-awareness scale for children, the structure of class goals and student goals. Also one of the parents completed the student mood questionnaire. To test the hypotheses, the correlation and path analysis method was applied using structural equations. The structure of class goals has a significant relationship with self-consciousness emotions of shame, guilty feeling, feedback and orientation of goals; Student's mood has a negative and significant relationship with teacher feedback. Also, teachers' emotions have a meaningful relationship with feedback and orientation of student's goals; therefore, teacher feedback and progress goals were a suitable mediator variable for students' shame and guilty feeling. And in general, the research model was grateful for data
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