Abstract

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.

摘要

目前的贡献提供了植根于评价理论的教师情绪概念化，并借鉴了几个互补的理论观点，基于三个心理机制创建了一个理解教师情绪 - 学生结果联系的概念框架：（1）师生之间的直接传递效应情绪，（2）通过教师的教学和相关教学行为的中介效应，以及（3）递归效应通过教师对学生成绩的评价及其相应调整的教学行为，直接或间接地从学生成绩对教师情绪的影响。然后，我们展示了来自该研究领域的经验证据的全景图，突出了效价一致的联系，其中积极情绪与理想结果相关，消极情绪与不良结果相关，但也存在效价不一致的联系。最后，我们确定了教师情绪影响研究的两个关键挑战，并提出了未来研究的三个方向，重点是测量、研究设计和考虑情绪调节的扩展范围。