The SAS Project: A Longitudinal Analysis of Self-Determined Motivation in Adjunct Versus Tenure-Track Faculty

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

Following from findings showing motivational beliefs to impact teaching effectiveness, research productivity, and well-being in tenure-track faculty (e.g., Fernet et al., 2004; Stupnisky et al., 2018), the present longitudinal study (18 months) examined potential differences in five motivation constructs informed by Self-Determination Theory in non-tenure-track (adjunct) vs. tenure-track faculty (U.S., Canada; N = 2,204). Repeated-measures ANCOVAs showed adjuncts to consistently report lower autonomous motivation (intrinsic, integrated, identified) relative to tenure-track faculty, with these motivational deficits becoming most evident for experienced adjuncts (> 5 years). These findings thus counter common assumptions that intrinsic “passion” underlies the pursuits of vulnerable academic populations (Kim et al., 2019) and instead highlight the motivational challenges posed by precarious academic employment.

Authors

• Nathan C. Hall, McGill University

• So Yeon Lee, McGill University