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Emotions in engineering education: a configurative meta-synthesis systematic review
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0001-9667-2044
Queensland University of Technology, Brisbane, Australia.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0003-3614-1692
Aalborg University, Aalborg, Denmark.
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2024 (English)In: Journal of Engineering Education, ISSN 1069-4730, E-ISSN 1524-4873Article, review/survey (Refereed) Epub ahead of print
Abstract [en]

Background: The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship. Purpose: The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.

Scope/Method: The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis.

Results: The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.

Conclusions: More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.

Place, publisher, year, edition, pages
John Wiley & Sons, 2024.
Keywords [en]
configurative review, emotion, emotional intelligence, engineering education, meta-synthesis, systematic review
National Category
Business Administration
Identifiers
URN: urn:nbn:se:umu:diva-224916DOI: 10.1002/jee.20600ISI: 001222736900001Scopus ID: 2-s2.0-85192948887OAI: oai:DiVA.org:umu-224916DiVA, id: diva2:1861023
Funder
Umeå University, FS2.1.6-1795-19Umeå University, FS 1.1-1294-15Swedish Research Council, 2020-0390Available from: 2024-05-27 Created: 2024-05-27 Last updated: 2024-05-27

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Lönngren, JohannaBerge, Maria

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