Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 07 01 Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers 169 189 102012 10.48308/apsy.2022.224383.1198 FA Ali Khodaei Assistant Professor, General Psychology, Payam Noor university, Tehran, Iran. 0000-0003-0667-3348 Shirin Moezzodini Ph.D. Student, General Psychology, Islamic Azad University, Karaj, Iran. 0000-0003-0408-4814 Journal Article Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being. Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively. Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts. Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being. Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively. Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts.

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