Emotions in higher education

Emotions play a crucial role in the motivation, well-being, and performance of students and faculty in higher education (HE). This makes it imperative to understand the theoretical foundations of emotions and to keep track of the rapidly expanding body of research. In this chapter, we provide (1) an overview of core definitions, concepts, and theories in emotion research and (2) the results of a systematic literature search of reviews and meta-analyses on emotions in HE ( n = 99), complemented by a discussion of selected findings. Our synthesis shows that research on emotions in HE is gaining momentum, moving beyond the prevailing focus on students’ anxiety to address a broader range of emotions. Importantly, this work is increasingly conducted from an educational-psychological perspective, complementing the longer-standing tradition of investigating emotions primarily from clinical and health perspectives. However, the evidence remains imbalanced regarding the addressed emotions (i.e., focusing on anxiety) and outcomes (i.e., focusing on performance), as well as the target populations (i.e., focusing on students). Findings from selected meta-analyses indicate that positive emotions are generally positively related to learning and performance, whereas negative emotions tend to exhibit negative relations. Findings for frustration and boredom, however, remain inconclusive. In conclusion, the growing body of reviews and meta-analyses provides a relevant, yet fragmented foundation for researchers and practitioners. A more comprehensive range of studies addressing diverse samples, as well as educationally relevant outcomes, longitudinal educational processes, and the role of digital transformations in education, will be essential for enabling all educational stakeholders to foster both academic success and well-being.