Emotions in Engineering Education (Chapter 8)

Authors

James L. Huff Ph.D., Harding University
Johanna Lonngren, Umea UniversityFollow
Ines Dirieto, University of Aveiro
Roland Tormey, Ecole Polytechnique Federale de Lausanne

Document Type

Book

Publication Title

International Handbook of Engineering Education Research

Publication Date

2023

First Page

156

Last Page

182

Abstract

Contrary to common stereotypes, engineering education and practice are not purely rational activities. Emotions, just like cognition, play important roles in teaching, learning, and professional practice. Today, there is a nascent body of research exploring emotions in engineering education (EEE). However, much of the existing research does not adequately theorize emotions, and the range of theories and methods used is still relatively narrow. With this chapter, we hope to inspire more investigators to conduct EEE research and to explore currently underutilized theories, methods, and research foci. This chapter introduces the reader to the multidisciplinary field of emotion research, then focus specifically on EEE research. It describes different disciplinary and theoretical perspectives on emotions, as well as methods and methodologies for EEE research. Finally, the chapter covers dominant themes in the existing EEE literature, outlines important and promising areas for future research, and provides advice for researchers and doctoral students who plan to pursue EEE research.

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Recommended Citation

Lönngren, J., Dirieto, I., Tormey, R., & Huff, J. L. (2023). Emotions in Engineering Education. International Handbook of Engineering Education (pp. 156-182). Routledge. https://doi.org/10.4324/9781003287483-10