The Relationship between Teacher-student Interaction and Anxiety in Students: Mediating role of Emotion Regulation

Document Type : Research

Authors

1 Ph.D. Student of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

2 Assistant Professor, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

3 Assistant professor, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

Abstract

This study aimed to investigate the mediating role of emotion regulation in the relationship between teacher-student interaction and anxiety in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all elementary school students in Baneh City in the academic year 2022-2023, from which 336 students were selected as the sample using a multistage cluster sampling method. For data collection, the standardized questionnaires including Spence Children's Anxiety Scale (SCAS), the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and the Wubbels (QTI) Questionnaire on teacher-student interaction were used. The results showed that the proposed model had a good fit. The direct effect of teacher-student interaction on student anxiety and emotion regulation was significant (p < 0.001). The direct effect of emotion regulation on anxiety was also significant (p < 0.001). Furthermore, the findings revealed that emotion regulation mediated the relationship between teacher-student interaction and anxiety (P < 0.001). In summary, it can be concluded that teacher-student interaction directly and indirectly, through the mediating role of emotion regulation, affects the level of student anxiety.

Keywords

Main Subjects

Files

Share

How to cite

Statistics