Examining Self-Determined Motivation for Teaching and Research Success Among Pretenure Faculty Members

• In Event: Self-Efficacy, Self-Determined Motivation, and Grit in Relation to Faculty Outcomes:

Abstract

This study aimed to examine motivation and its relationship with teaching and research success among pretenure faculty members, while furthermore accounting for the social-environmental variables of balance, clear expectations, and collegiality. Analysis of a multinational sample of 235 faculty using structural equation modeling found intrinsic motivation to positively predict perceived success in both teaching and research. For teaching specifically, professional balance positively predicted teaching autonomy and competence. Alternatively, for research, balance and clear expectations were positive significant predictors of faculty members’ research perceived success with professional balance having the most predictive effect. Faculty members’ competence and relatedness for research both negatively predicted their introjected motivation, which is a key finding for faculty development as an avenue to improve performance.

Authors

• Makinde Omojiba, University of North Dakota

• Ademola Amida, North Dakota State University

• Robert H. Stupnisky, University of North Dakota

• Nathan C. Hall, McGill University