TY - JOUR
T1 - The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes
AU - Lauermann, Fani
AU - Butler, Ruth
N1 - Publisher Copyright:
© 2021 Division 15, American Psychological Association.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85120164014&partnerID=8YFLogxK
U2 - 10.1080/00461520.2021.1991800
DO - 10.1080/00461520.2021.1991800
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AN - SCOPUS:85120164014
SN - 0046-1520
VL - 56
SP - 243
EP - 249
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -