Modeling Academic Emotions based on the Quality of Parent-Child Relationships Mediated by the Psychological Capital

The current study aimed to propose a model for academic emotions based on the quality of parent-child relationships by the mediation of the psychological capital. It was conducted as a descriptive-correlation study and the data were analyzed using the structural equation modeling. The statistical population consisted of all the 10th-grade female students in the 5th district of Tehran during 2016-17 with a population of about 4,000 students, of which Four hundred of them were randomly selected using multi-stage cluster sampling. Fine, J. Morland and Schubel Parent-Child Relationship Scale (PCRS) (1983), Lutans and Avilo Psychological Capital Questionnaire (PCQ) (2007), and Pekrun, Goetz, and Frenzel Academic Emotion Questionnaire (AEQ) (2005) were used to collect data. The data were analyzed using SPSS and LISREL (p<0.05). The results showed that academic emotions were directly affected by the quality of father-child and mother-child relationships and the psychological capital. Moreover, the quality of parent-child relationships indirectly affected academic emotions by the mediation of the psychological capital. The findings of this study can be applied to increase students' positive emotions and decrease their negative emotions by improving the quality of parent-child relationships and the psychological capital variables (i.e., self-efficacy, hope, resilience, and optimism).