The Mediating Role of achievement Emotions in the Relationship between Perceived Quality of Teacher-Student Interaction, Academic resilience Educational procrastination and student burnout

Parisa Yousefi Kourechi Tasouj, Mahmoud Heidari, Omid Shokri, Hosain Pourshahriar


The present study aims to examine the mediating role of achievement emotions in the relationships between perceptions of the quality of teacher-student interaction, academic resilience and the educational procrastination and Fatigue among high school students in the city of Tasawi. The present study intends to coincide with some empirical evidences through the adoption of a psychological role of achievement emotions in the relationship between academic burnout and procrastination, such as teacher-student interaction and the academic resilience. In other words, the present study seeks to answer the question whether the achievement emotions have played a mediating role between the teacher-student interaction, the academic achievement and academic burnout and procrastination. In this study, to test the structural relationships between the main variables of the research , the Statistical analysis of structural equation modeling, path analysis method and Pearson correlation coefficient were used. Test results of research hypotheses showed that there is positive significant relation between the perception of the quality of teacher-student interaction and the positive achievement emotions, and the negative meaningful relationship between the the perception of the quality of teacher-student interaction and the negative achievement emotions. There is positive significant relation between the education resilience and the positive achievement emotions, and the negative meaningful relationship between the education resilience and the negative achievement emotions. Also, the results showed positive significant relation between the burnout and the positive achievement emotions, and the negative meaningful relationship between the burnout and the negative achievement emotions. The relationship between academic procrastination and academic burnout is positive and significant. In addition, the results showed the positive significant relationship between procrastination and achievement emotions.


Perceived quality of teachers-student interaction, Educational resilience, Educational procrastination, Educational burnout, achievement emotions

Full Text:



Abolghasemi, Abbas (2011) Relation between resilience, Stress and Self-Efficacy and Students' Satisfaction with Life , High and low academic achievement. Psychological Studies, Volume 7, Number 3

Saraei, Farzaneh. Ahqar, Aghdasi (2015) The Relationship Between procrastination and Student's Burnout. Analytical Psychology Quarterly, Sixth year, No. 23, page 43 - 48

Abdollahpour, Mohammad Azad (2015) Analysis of Structural Equations of the Achievement Emotions Social Cognitive Pattern: Competitive patterns Test. Doctoral dissertation in Islamic Azad University, Science and Research Branch of Tehran.

Naiami, Abdul Zahra (2009). The Relationship Between Quality of Learning Experiences and Academic Burnout of Masters degree Students , Shahid Chamran University, Ahvaz .Psychological studies.Volume 5 , No. 6 , Fall

Yaghobi, Abolqasem. Bakhtiari, Maryam (2017). The effect of resilience training on academic burnout of female students , Journal of Research.forth year. No. 13, page 16 - 7

Ahola, K & Hakanen, J (2007).Job strain, burnout, and depressive symptoms: A prospective study among dentists. Journal of Affective Disorders, 104, 103–110

Alva, S.A. (1991). Academic invulnerability among Mexican-American students: The importance of protective and resources and appraisals. Hispanic Journal of Behavioral Sciences, 13, 18–34.

Balkis,Murat.(2013) .The Reletionship between academic procrastination and

students burn out ,journal of education ,No1,68‐78

Cohn, M, A, Fredrickson, B, L, Brown, S, L, Mikels, J, A & Conway, A, M,

(2009). Happiness Unpacked: Positive Emotions Increase Life Satisfaction by

Building Resilience, Emotion, 9(3).361-368.

Hughes, J. N., Luo, W., Kwok, O.-M., & Loyd, L.

K. (2008).Teacher-student support, effortful

engagement, and achievement: A 3-year

Martin. Andrew .J &Marsh . Herbert .W .(2006). Academic resilience and its psychological and educational correlates : A consrtruct validity approach . psychology in the school , vol .43(3)

Meinhardt, J., & Pekrun, R. (2003).Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477–500

Pekrun, R., Goetz, T., & Perry, R. P. (2005).Achievement Emotions Questionnaire (AEQ) - User’s manual. Munich, Germany: University of Munich, Department of Psychology. 14 AEQ – Pre-Adolescents

Parker Ph.D. &Salmela-Aro, K. (2011).Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21 244–248.

Rooda . L .Debora, Koomen .M . Y. Helma, Split L. Jantine, Ort. J .Frans.(2011). The influence of affective teacher-student relationships on students school engagement and achievement : a meta-analytic approach . review of educational psychology research .81.493-529

Salmela-Aro, K.; Kiuru, N.; Leskinen, E. & Nurmi, J. E. (2009).

School burnout inventory (SBI): Reliability and validity.

European Journal of Psychological Assessment, 25 (1), 48–57.

Skinner, E. A., & Belmont, M. J. (1993).Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85 , 571–581.

Solomon, L., & Rothblum, E. (1984).Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling

Psychology, 31, 503-509

Tugade, M., Fredrickson, B., & Barrett, L. (2004).Psychological resilience and positive emotional granularity. Journal of Personality, 72, 1161-1190.

Wang, P. P., Badley, E. M., Gignac, M. (2006).Exploring the role of contextual factors in disability models. Disability and Rehabilitation, 28, 135-140.

Wentzel , K.R. (1998). Social support and adjustment in middle school: the role of parent, teachers, and peers .journal of educational psychology,90: 202-209

Whitaker, Todd. (2004). What Great Principals Do Differently. Larchmont, NY: Eye On Education, Inc.__


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Revista Publicando.

Licencia de Creative Commons


This Content is available under licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.