University Professors’ Emotional Competencies and Students’ Academic Well-being: A Qualitative Study of Student Perspectives

In contemporary higher education, university professors’ emotional competencies-such as empathy, emotional regulation, relational sensitivity, and effective emotion management-are increasingly recognized as essential professional skills that extend beyond disciplinary expertise. These competencies influence students’ academic engagement, motivation, psychological well-being, and overall satisfaction with their learning experience.

Drawing on the ability model of Emotional Intelligence (Salovey & Mayer, 1990) and the situated concept of emotional competence (Saarni, 1999), this qualitative study builds on a recent systematic review (Brandao De Souza & Jacomuzzi, 2025) to explore how university students perceive and experience these competencies in everyday academic interactions. Data were collected through 21 in-depth semi-structured interviews with undergraduate and master’s students enrolled in humanities programs (philosophy, pedagogy, and related fields) at an Italian university in northern Italy. Interviews were conducted shortly after lectures or examinations to capture emotionally salient experiences. All interviews were audio-recorded, transcribed verbatim, anonymized, and analyzed through reflexive thematic analysis (Braun & Clarke, 2006).

The analysis identified five interconnected themes. First, empathy and the humanization of the professor–student relationship emerged as central elements, with attentive listening, emotional availability, and reduced power distance fostering trust and a stronger sense of belonging. Second, relational and communicative styles were found to shape classroom climate: passionate, dialogical, and respectful communication enhanced motivation and engagement, whereas rigid or impersonal styles generated emotional distance and stress. Third, emotional regulation during high-stress contexts, particularly examinations, played a crucial role in mitigating anxiety and supporting students’ confidence and performance. Fourth, students perceived disciplinary and contextual differences, with humanities and in-person teaching generally facilitating more relational dynamics than scientific fields or online formats. Finally, participants emphasized the need for balanced emotional openness, constructive approaches to error, and institutional initiatives supporting the development of these competencies as learnable professional skills.