Maier Nicola A, Mendzheritskaya Julia, Hagenauer Gerda, Hansen Miriam, Kordts Robert, Stephan Melanie, Thies Katharina
Department of Educational Psychology, Institute of Psychology, Goethe University, Frankfurt, Germany.
School of Education and Institute of Educational Science, School Research and School Practice, Paris Lodron University of Salzburg, Salzburg, Austria.
Front Psychol. 2023 May 5;14:1142506. doi: 10.3389/fpsyg.2023.1142506. eCollection 2023.
A number of studies on higher education (HE) teachers' emotions have been carried out, but overall, the literature on this issue is relatively limited, even though HE teaching can be regarded as an emotional endeavor and represents an important topic in HE research. The main goal of this article was to develop a conceptual framework for examining teaching-related emotions of HE teachers by revising and extending the control-value theory of achievement emotions (CVTAE) developed to systematically classify existing findings on emotions in HE teachers and to identify a research agenda for future studies in this field. Therefore, we conducted a systematic literature review on empirical studies investigating HE teachers' teaching-related emotions to gain insights into (1) the theoretical concepts and approaches used to study HE teachers' emotions as well as the (2) antecedents and (3) consequences of experienced emotions identified in the existing studies. By applying a systematic literature review, 37 studies were found. Based on the conducted systematic review, we propose a CVTAE-based conceptual framework for examining HE teachers' emotions in HE teaching with additional components relating to both antecedents and consequences of HE teachers' experienced emotions. We discuss the proposed conceptual framework from the theoretical perspective, pointing out new aspects that should be considered in future research on HE teachers' emotions. From the methodological perspective, we address aspects related to research designs and mixed-method approaches. Finally, we list implications for future higher education development programs.
关于高等教育（HE）教师情感的多项研究已经开展，但总体而言，尽管高等教育教学可被视为一项情感投入的工作且是高等教育研究中的一个重要课题，但关于这一问题的文献相对有限。本文的主要目标是通过修订和扩展成就情感控制价值理论（CVTAE）来构建一个概念框架，以审视高等教育教师与教学相关的情感，该理论旨在系统地梳理关于高等教育教师情感的现有研究成果，并确定该领域未来研究的议程。因此，我们对调查高等教育教师与教学相关情感的实证研究进行了系统的文献综述，以深入了解：（1）用于研究高等教育教师情感的理论概念和方法，以及（2）现有研究中确定的情感体验的前因和（3）后果。通过应用系统的文献综述，共找到37项研究。基于所进行的系统综述，我们提出了一个基于CVTAE的概念框架，用于审视高等教育教师在教学中的情感，并增加了与高等教育教师情感体验的前因和后果相关的组成部分。我们从理论角度讨论了所提出的概念框架，指出了未来高等教育教师情感研究中应考虑的新方面。从方法论角度，我们探讨了与研究设计和混合方法相关的方面。最后，我们列出了对未来高等教育发展项目的启示。
