The relations of teachers’ teaching emotion, students’ achievement emotion, and students’ motivational engagement for junior high school students

Teachers’ teaching emotions play a significant role in students’ learning processes. Compared with students’ achievement emotions, there is less focus on teachers’ teaching emotions in the current field of study in psychology. Therefore, the purpose of this study was to construct a second order confirmatory factor analysis (CFA) model of teachers’ teaching emotions and a model of teaching emotions, achievement emotions, and motivational engagement to test how the two models fit with observed data and analyze the relationships among teachers’ teaching emotions, students’ achievement emotions, and students’ motivational engagement. The participants were 1,083 junior high school students. Structural equation modeling was used to obtain the following results: (a) the second order CFA model of teachers’ teaching emotions fit the observed data well, (b) the model of teaching emotions, achievement emotions, and motivational engagement fit the observed data well, (c) teachers’ positive teaching emotions positively predicted students’ positive achievement emotions; teachers’ negative teaching emotions positively predicted students’ negative achievement emotions, and (d) students’ positive achievement emotions positively predicted adaptive motivational engagement; students’ negative achievement emotions positively predicted maladaptive motivational engagement. Based on the findings in this research, implications for theory, practice, and further research were discussed.