大學教授情緒能力在學生學業和心理健康中的作用：系統評價 The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being: A Systematic Review ——《教育科學》2025年第15卷第7期—— <Education Science> Volume 15, Issue 7, 2025 【摘要】在高等教育領域，大學教授的情商 (EI) 被定義為感知、理解、管理和有效運用情緒的能力，已經日益被認為是提升學生學業成就和心理健康的關鍵因素。然而，將教授的情商與學生的幸福感直接聯繫起來的研究卻寥寥無幾，這凸顯了一個關鍵的研究空白。本系統綜述探討了教授的情商如何影響學生的學習成果——例如學業成績、參與度、學習動機和心理健康——並找出了中介或調節這些影響的因素。研究結果表明，教授的情商，尤其是同理心、情緒調節和人際交往能力，能夠顯著提升學生的參與度、學習動機和學業滿意度，並對心理健康產生間接影響。文化背景、教學方式（例如，在線授課與面授授課）以及教授的年齡和經驗會調節這些影響並影響效應大小。定性綜合研究進一步揭示了文獻中存在的背景差異。對幸福感和學習成果的關注有限，且依賴自我報告指標，凸顯了開展縱向、文化多元性研究和基於績效的情商評估的必要性。本研究的價值在於其有可能為循證教育實踐和機構政策提供參考。通過闡明教授情商的作用，本研究為制定教師培訓項目奠定了基礎，這些項目旨在增強學生的情緒能力，並營造包容、支持性的學習環境，從而促進學生的成長和韌性。鑑於大學生壓力、焦慮和學習參與度日益普遍，而疫情後的挑戰和學業壓力又加劇了這些現象，這一點尤為重要。了解情商的影響可以為制定文化響應型干預措施提供參考，提高學生的留校率，並增強機構的效能，從而滿足當代高等教育的迫切需求。在當今快速發展的技術、社會和文化格局中，大學既有機會也有責任成為創造促進社會福祉的教育文化的催化劑。這需要採用以人文關懷和人際關係質量為優先的教育和組織模式。為了有效運作，這些優先事項必須融入大學的所有運營環節，從治理到學生支持和人才培養。 【關鍵詞】情商；大學教授技能；學生福祉；系統綜述 [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 論文原文：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，請聯繫微信：millerdeng95或iacmsp）
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