nazanin mohammadi - MSc student, Department of Psychology, psychology and Educational Science Faculty, University of University of Allameh-Tabatabaei, Tehran, Iran
Soghra Ebrahimi Ghavam - Associate Professor, Department of Psychology, psychology and Educational Science Faculty, University of University of Allameh-Tabatabaei, Tehran, Iran
Fariborz Dortaj - Professor, Department of Psychology, psychology and Educational Science Faculty, University of University of Allameh-Tabatabaei, Tehran, Iran

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 ۱۰th-grade female students in the ۵th district of Tehran during ۲۰۱۶-۱۷ with a population of about ۴,۰۰۰ 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) (۱۹۸۳), Lutans and Avilo Psychological Capital Questionnaire (PCQ) (۲۰۰۷), and Pekrun, Goetz, and Frenzel Academic Emotion Questionnaire (AEQ) (۲۰۰۵) were used to collect data. The data were analyzed using SPSS and LISREL (p<۰.۰۵). 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).

Academic Emotions, parent-child relationship quality, Father-child relationship quality, Mother-child relationship quality, psychological capital