The prediction of student responsibility based on family performance and teacher emotional responsiveness in teaching

Mousavi, Seyedeh Maryam; Narimani, Mohammad; Mirzaee, Zahra

doi:10.22034/necsbm.2025.497910.1103

The prediction of student responsibility based on family performance and teacher emotional responsiveness in teaching

Articles in Press

Document Type : Original Article

Authors

Seyedeh Maryam Mousavi ¹

Mohammad Narimani ²

Zahra Mirzaee ³

¹ M.A. in psychology, University of Mohaghegh Ardabil. Ardabil. Iran.

² Professor, Department of physiology, University of Mohaghegh Ardabil. Ardabil. Iran.

³ B.Sc. in psychology, University of Zanjan, Zanjan, Iran.

10.22034/necsbm.2025.497910.1103

Abstract

The present study aims to predict students' accountability based on family functioning and teachers' emotional expressiveness in teaching. To achieve the research objectives, a descriptive-correlational design with a cross-sectional field approach was employed to examine the study variables. The statistical population comprised high school students in Zanjan Province during the 2024–2025 academic year. The sample size was determined using Jully Planet's formula, and 200 students were selected via multistage cluster random sampling. Standardized questionnaires were used as research instruments. Data were analyzed using SPSS v.26 through linear regression analysis.
The regression results revealed that family functioning (Pearson’s *r* = 0.647, coefficient of determination = 0.419) had a stronger predictive effect on students' accountability compared to teachers' emotional expressiveness (Pearson’s *r* = 0.426, coefficient of determination = 0.181). Statistical tests confirmed the high significance of both variables (*p* < 0.01).

Keywords

Students' responsibility

Parental performance

Teacher's emotional engagement

teacher

responsibility

Subjects