Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019

By Junjun Chen. Cambridge Journal of Education, 2020

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ABSTRACT This review study aims at providing a fine-grained picture of the research from 1985 to 2019 on teacher emotions. A narrative approach was adopted to undertake the review of 812 articles. The method was constructed under the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis. Based on evidence drawn from existing models and the literature, this review constructed a refined Teacher Emotion Model. This Teacher Emotion Model represents a dynamic, interrelated relation among different elements with one-way, reciprocal and correlative relations between antecedents, teacher emotions and consequences. Implications with regard to theory and foci for future research are then discussed.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18dec98a2719a8a9671aadaf0395f0bcc8b63fee