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.

摘要

传统上，教育心理学家对学生的心理比教师更感兴趣。然而，近年来，人们对概念化和检查教师的情绪、动机和自我调节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影响教师的专业决策、工作投入、职业幸福感和教学方法。然而，理论上与学生教育成果的联系仍然难以捉摸。教师与教学相关的情绪、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，并受其影响。