Academic Freedom as a Psychological Resource: A Mixed-Method Study Across Three Countries

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Motivating and Motivated: Experiences, Contexts, and Socializers

Abstract

Academic freedom is widely recognized as a cornerstone of higher education, yet little is known about how researchers perceive it and how such perceptions relate to motivation and well-being. This mixed-method study surveyed 483 researchers from Germany, Norway, and South Africa on perceived academic freedom, psychological needs, achievement goals, and well-being, and included open responses on experienced restrictions. Higher perceived academic freedom was linked to greater autonomy satisfaction, stronger mastery goals, higher job satisfaction, and lower work strain. Qualitative findings revealed common restrictions, especially funding shortages and bureaucratic barriers, which often dampened motivation, though some respondents reported adaptive coping. These findings highlight perceived academic freedom as a meaningful psychological construct—with direct implications for academics’ epistemic agency, motivation, and well-being.

Authors

• Martin Daumiller, Ludwig Maximilian University of Munich

• Johanna Maria Ott, University of Augsburg

• mathangi ramasubramanian, University of Augsburg

• Andrew Frein, University of Augsburg

• Ronja Steinhauser, University of Mannheim

• Stefan Janke, University of Mannheim

• Oliver Dickhäuser, University of Mannheim

• Markus Dresel, University of Augsburg