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.

摘要

这篇综述性研究旨在提供1985年至2019年关于教师情感的研究的详尽图片。采用叙事方式对812条进行了审查。该方法是根据“系统分析和荟萃分析的首选报告项目”的指导原则构建的。基于从现有模型和文献中得出的证据，本评价构建了完善的教师情感模型。这种教师情感模型代表了不同元素之间的动态，相互联系的关系，其前因，教师情感和后果之间具有单向，相互和相关的关系。然后讨论了对理论和研究重点的影响。