Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 1 2 2018 07 01 The Role of Social-emotional Competencies and Social Teaching Practices on Students’ Emotions: The Mediation Role of Teachers’ Emotions 57 61 83707 10.22034/iepa.2018.83707 EN Kazem Barzegar Bafrooei Department of Psychology and Educational Sciences, Faculty Humanities and Social Science Yazd University, Yazd, Iran Negar Hosseini Department of Psychology and Educational Sciences, Faculty Humanities and Social Science Alzahra University, Tehran, Iran 0000-0003-2555-6323 Ahmad Kalate Sadati Department of Sociology, Faculty Humanities and Social Science, Yazd University, Yazd, Iran Journal Article 2018 10 20 The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. The results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competency has an indirect effect on the students' emotion via the teachers' positive emotions. https://journal.iepa.ir/article_83707_a3c22a008dd1fdec5609122dfe6ffd5c.pdf