|
Abstract
|
Recently a new major of studies about self-conscious emotions, have been widespread, but a few researches have focused on their meaning, developmental process and affecting mechanism. So, this study aims to analyze the role of teacher’s attachment styles in self-conscious emotions of shame and guilt in elementary school students. The research participations were 565 students of elementary school of Galedar city of Iran and their teachers that were selected by multistage cluster sampling. Students completed TOSCA-C scale and teachers completed Adult Attachment Scale (AAS). The validity and reliability of these instruments were examined, and they had good criteria. The data were analyzed using stepwise regression. The results showed that teacher’s avoidant attachment style directly can predict shame. Furthermore, teacher’s anxious attachment style indirectly can predict guilt. Results have been discussed in the field of importance of teacher’s attachment styles in the experience of self- conscious emotions.
|