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

Fani Lauermann*, Ruth Butler

*Corresponding author for this work

Research output: Contribution to journalEditorial

24 Scopus citations

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.

Original languageEnglish
Pages (from-to)243-249
Number of pages7
JournalEducational Psychologist
Volume56
Issue number4
DOIs
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2021 Division 15, American Psychological Association.

Fingerprint

Dive into the research topics of 'The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes'. Together they form a unique fingerprint.

Cite this