The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-10-02 DOI:10.1080/00461520.2021.1991800

Fani Lauermann, R. Butler

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引用次数: 11

Abstract

Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape teachers’ professional decision-making, work engagement, occupational well-being, and approaches to teaching. Theoretically grounded links with students’ educational outcomes, however, remain elusive. Articles and commentaries in this special issue examine possible reasons for these puzzling results and strive to lay the foundation for theoretical cross-fertilization and an integrated research agenda focusing on whether, when, how, and why teachers’ teaching-related emotions, motivations, and self-regulation may influence—and be influenced by—students’ educational outcomes.

查看原文本刊更多论文

教师的教学相关情绪、动机和自我调节与学生教育成果之间难以捉摸的联系

传统上，教育心理学家对学生心理的兴趣远远大于对教师心理的兴趣。然而，近年来，对教师情绪、动机和自我调节的概念化和研究，以及对教学过程和学生教育成果的相应影响的兴趣有所增加。越来越多的证据表明，这些与教学相关的心理特征可以塑造教师的专业决策、工作投入、职业幸福感和教学方法。然而，与学生教育成果的理论基础联系仍然难以捉摸。本期特刊的文章和评论探讨了这些令人困惑的结果的可能原因，并努力为理论交叉施肥和综合研究议程奠定基础，重点关注教师的教学相关情绪、动机和自我调节是否、何时、如何以及为什么会影响学生的教育成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.