Responding to Academic Setbacks: Coping, Emotions, and Well-Being in Postsecondary Faculty

• In Event: Demographic and Emotional Factors in Faculty Teaching, Evaluation, and Development

Abstract

This exploratory study investigated how coping strategies impact emotions and well-being among post-secondary faculty in the context of academic setbacks. Findings from 733 participants (35 countries) showed faculty to exhibit four distinct patterns of emotion regulation: engaged and comprehensive coping profiles were adaptive in corresponding to positive emotions, lower burnout, and higher job satisfaction. In contrast, problem-avoidant and disengaged coping profiles were maladaptive and related to more negative emotions, with disengaged copers reporting the greatest burnout and lowest job satisfaction levels. Findings are discussed in terms of the motivational and behavioral correlates of the emotion regulation in faculty, as well as informing institutional efforts to support faculty well-being.

Authors

• Meiting Chen, McGill University
  Presenting Author

• Nathan C. Hall, McGill University
  Non-Presenting Author

• Chiung-Fang Chang, National Yang Ming Chiao Tung University
  Non-Presenting Author