الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study aimed to reveal the nature of the causal relationships between students’ perceptions of the social-emotional competence of the teacher and students’ psychological resilience (as independent variables), the classroom emotional interactions among teacher-student (an intermediate variable), and the social-emotional competence and school engagement of the students (as dependent variables). The sample of the study consisted of 250 male and female students, of the incoming basic education stage students in Syria. The study tools were scales of: classroom emotional interactions among teacher-student, students’ perceptions of the teacher’s social emotional competence, the students’ psychological resilience, the students’ social emotional competence, and the school engagement. The results of the study concluded that there was good fittness between the sample data and the proposed structural model of the relationships between students’ perceptions of the teacher’s social-emotional competence and students’ psychological resilience (as independent variables), classroom emotional interactions among teacher-student (as an intermediate variable), social emotional competence, and school engagement among students (as dependent variables). Also there was a statistically significant direct effect of students’ perceptions of the teachers’ social-emotional competence and psychological resilience on the classroom emotional interactions among teacher – student, and there was a statistically significant direct effect of the classroom emotional interactions among teacher - student on the students’ social emotional competence and school engagement. There was a statistically significant indirect effect of the perceived social-emotional competence of the teacher and psychological resilience of the students on the social-emotional competence and school engagement of the students through classroom emotional interactions among teacher – student.