Motivation and Emotions of University Faculty: Predicting Teaching and Research Performance, Stress, and Well-Being

Session Type: Symposium

Abstract

Optimal performance by post-secondary faculty is critical to student learning and knowledge production, yet higher education research has rarely investigated motivational variables as predictors of faculty cognition and behavior. The objective of this session is to share findings from five empirical studies that applied a range of motivation frameworks including achievement goals, causal attributions, self-determined motivation, and discrete emotions to key faculty outcomes. The papers each use large, international samples and multivariate analytic techniques to examine faculty in the teaching and/or research domains, while additionally considering work environment, stress, well-being, and questionable research practices. Findings clearly demonstrate the need for further research on this critical population in higher education, and the potential for motivational perspectives to inform faculty development.

Sub Unit

• SIG-Motivation in Education

Chair

• Robert H. Stupnisky, University of North Dakota

Papers

• Achievement Goals, Professional Development, and Work Stress of Researchers: Results of Two Studies - Martin Daumiller, University of Augsburg; Markus Dresel, Augsburg University

• Examining Shady Paths to Research Success: Achievement Goals and the Engagement in Questionable Research Practices - Stefan Janke, University of Mannheim; Martin Daumiller, University of Augsburg; Selma Carolin Rudert, University of Basel

• The SAS Project: An International Analysis of Causal Attributions and Well-Being in Faculty - Nathan C. Hall, McGill University

• The Influence of Regulatory Styles of Teaching Motivation on Academic Teaching - Uwe Wilkesmann, TU Dortmund University; Sabine Lauer, TU Dortmund University

• Pre-Tenure Faculty Enjoyment, Anxiety, and Boredom for Teaching and Research: Testing Predictors of Success - Robert H. Stupnisky, University of North Dakota; Nathan C. Hall, McGill University; Reinhard Pekrun, University of Essex

Discussant

• Rob Klassen, University of York