The Relationships between Emotions of Students, Teachers and Parents with Academic Performance in Science Course

Background and Purpose: The quality of academic performance of students is influenced by various factors. Students in school not only acquire knowledge and cognitive skills, but also experience the pleasant and unpleasant excitements associated with learning and progress. The purpose of the present study was to investigate the relationships between emotions of students, teachers and parents with academic performance in science course. Method: The present study was descriptive and correlational. The statistical papulation included all the 8th grade female students studying in the schools of the Miandoab city during the academic year of 2017-2018, 330 of them were selected using cluster sampling method and completed the questionnaires of academic emotions of students (Pekrun et al., 2002) and academic emotions for the parents and teachers (Frenzel et al., 2009). Also, the first semester's score on science course was used to determine the academic performance. Data analysis was performed using correlation and regression method. Results: The results of correlation test showed that there is a significant relationship between students' enjoyment and anxiety, and parents' and teachers' enjoyment and academic performance(p<0.05). Also with the exception of teachers'anxiety, there was a significant relationship between the emotions of parents and teachers and the students' emotions (p<0.05). Regression results showed that the students's enjoyment and anxiety and the enjoyment of teachers and parents were more contributing to the prediction of the students' academic performance. Conclusion: Emotional responses of parents and teachers, especially enjoyment and anxiety, have educational implications for students. As a result, teachers and parents should be aware of their emotional experiences and pay attention to the importance and quality of their excitement.