The role of emotion perception in the teaching and learning processes of higher education

Abstract

The role of emotions in teaching and learning has been primarily investigated in primary and secondary schools. There, it has been well recognized that emotional experiences are closely involved in many aspects of the teaching and learning process. However, the emotions of teachers and students in higher education (HE) have been largely neglected thus far. Therefore, this review aims to provide an overview of current insights relevant for an understanding of the role of emotion perception in higher education. Regarding the role of students’ perception of teachers’ emotional experiences, there was only one study investigating the effects on students’ emotional experiences, revealing a positive association between teachers’ and students’ positive emotions. Several studies consistently revealed a positive link between teacher enthusiasm and student motivation. However, the effects of students’ perception of teachers’ emotional experiences on students’ learning strategies and learning outcomes has not been investigated so far. Furthermore, there is a paucity of literature on the role of teachers’ perception of students’ emotional experiences. Instead, many studies reported a positive association between students’ expression of positive emotions (positive behaviors in class) and teachers’ positive emotions. There were also consistent studies which found a positive link between teachers’ positive emotional experiences during teaching and the student-oriented teaching approach. In addition, teachers’ emotion regulation in higher education has also been found as an under-explored field. Finally, the existing gaps in the literature and in the research methodology were discussed. We argue that further investigations are needed in the higher education context to help close the existing research gaps, and more innovative designs should be considered in future research.