University teachers’ self-reported emotions and electrodermal activity during teaching-related working events.

This intensive longitudinal study examined Finnish technical university teachers’ (<italic>N</italic> = 22) self-reported emotions and electrodermal activity during teaching-related events (teaching, tutoring, planning, assessing). Emotions were examined in the context of control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries and Implications for Educational Research and Practice.” <italic>Educational Psychology Review</italic> 18 (4): 315–41. https://doi.org/10.1007/s10648-006-9029-9). An experience sampling method with event-contingent sampling was applied via a smartphone application for a measurement period of two weeks. Participants were also equipped with a smart ring biosensor that recorded their electrodermal activity (EDA, an indicator of physiological arousal). Results indicated that teaching-related events led to predominantly positive prospective and retrospective emotions. Interactive events, such as teaching and tutoring, were especially effective in generating positive outcomes and activating emotions. Results showed that that teaching-related events had higher EDA levels than typical work hours. In addition, higher within-teacher EDA levels during teaching-related events slightly increased the likelihood of reporting positive emotional valence after teaching. Further, results indicated that teacher-student interaction (teaching and tutoring events) and higher EDA during, and emotional activity before, teaching-related events increased the likelihood of activating emotions after teaching. The results can be generalized with reservations due to the small number of participants. [ABSTRACT FROM AUTHOR]