大学教授情绪能力在学生学业和心理健康中的作用
大学教授情绪能力在学生学业和心理健康中的作用：系统评价
The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being: A Systematic Review
——《教育科学》2025年第15卷第7期——
【摘要】在高等教育领域，大学教授的情商 (EI) 被定义为感知、理解、管理和有效运用情绪的能力，已经日益被认为是提升学生学业成就和心理健康的关键因素。然而，将教授的情商与学生的幸福感直接联系起来的研究却寥寥无几，这凸显了一个关键的研究空白。本系统综述探讨了教授的情商如何影响学生的学习成果——例如学业成绩、参与度、学习动机和心理健康——并找出了中介或调节这些影响的因素。研究结果表明，教授的情商，尤其是同理心、情绪调节和人际交往能力，能够显著提升学生的参与度、学习动机和学业满意度，并对心理健康产生间接影响。文化背景、教学方式（例如，在线授课与面授授课）以及教授的年龄和经验会调节这些影响并影响效应大小。定性综合研究进一步揭示了文献中存在的背景差异。对幸福感和学习成果的关注有限，且依赖自我报告指标，凸显了开展纵向、文化多元性研究和基于绩效的情商评估的必要性。本研究的价值在于其有可能为循证教育实践和机构政策提供参考。通过阐明教授情商的作用，本研究为制定教师培训项目奠定了基础，这些项目旨在增强学生的情绪能力，并营造包容、支持性的学习环境，从而促进学生的成长和韧性。鉴于大学生压力、焦虑和学习参与度日益普遍，而疫情后的挑战和学业压力又加剧了这些现象，这一点尤为重要。了解情商的影响可以为制定文化响应型干预措施提供参考，提高学生的留校率，并增强机构的效能，从而满足当代高等教育的迫切需求。在当今快速发展的技术、社会和文化格局中，大学既有机会也有责任成为创造促进社会福祉的教育文化的催化剂。这需要采用以人文关怀和人际关系质量为优先的教育和组织模式。为了有效运作，这些优先事项必须融入大学的所有运营环节，从治理到学生支持和人才培养。
【关键词】情商；大学教授技能；学生福祉；系统综述
[Abstract] In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development.
[Key words] emotional intelligence; university professors’ skills; students well-being; systematic review
论文原文：Camilla Brandao De Souza, and Alessandra Cecilia Jacomuzzi (2025). The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being: A Systematic Review. Education Science, Volume 15, Issue 7, Pages 882. July 2025.
https://doi.org/10.3390/educsci15070882
（需要英文原文的朋友，请联系微信：millerdeng95或iacmsp）
