Boosting Motivation and Well-Being in Early Career Academics: Contrasting Interpersonal vs. Intrapersonal Interventions

• In Event: Impacts of Faculty Development

Abstract

Given considerable research on challenges faced by early career academics that impede their motivation and well-being, it is essential to implement effective interventions to foster resilience during this critical career transition. The present pilot study investigated the fidelity and effectiveness of two motivational intervention approaches for early career academics: interpersonal (role model focus) versus intrapersonal (controllable attribution focus). Results showed the role model intervention has a better efficacy than the attributional retraining approach with respect to addressing critical resources, career support, as well as sense of identity and community. Future research and practical implications for researchers, institutional policy makers, and early career faculty pertaining to better cultivating academic motivation and satisfaction are discussed.

Authors

• Meiting Chen, McGill University

• Nathan C. Hall, Government of Canada