Perceived Institutional Support, Motivation, and Expectation Clarity: Indirect Pathways to STEM Faculty Research Success

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 2
  In Roundtable Session: Developing Faculty as Scholars

Abstract

Despite increasing emphasis on faculty research productivity, the interplay between institutional conditions and motivation remains underexplored. This study examines how perceived institutional support (PIS), autonomous motivation, and clarity of expectations shape research success among faculty at U.S. doctoral universities. Drawing on Self-Determination Theory and Organizational Support Theory, survey data from 651 faculty were analyzed. Regression results showed that while PIS was associated with job satisfaction, work–life balance, and expectation clarity, it did not directly predict research success. Instead, autonomous motivation and professional balance emerged as the strongest predictors. Mediation analysis revealed that both variables significantly mediated the relationship between PIS and research success. Findings underscore the importance of autonomy-supportive environments that promote motivation, clarity, and meaningful engagement in faculty research.

Authors

• Percy Chris Kpodo, University of North Dakota

• Godwin Ahiase, University of North Dakota

• Robert H. Stupnisky, University of North Dakota