Faculty Enjoyment, Anxiety, and Boredom for Teaching and Research: Instrument Development and Testing Predictors of Success

Autor/inn/en	Stupnisky, Robert H.; Hall, Nathan C.; Pekrun, Reinhard
Titel	Faculty Enjoyment, Anxiety, and Boredom for Teaching and Research: Instrument Development and Testing Predictors of Success
Quelle	In: Studies in Higher Education, 44 (2019) 10, S.1712-1722 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stupnisky, Robert H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1665308
Schlagwörter	College Faculty; Beginning Teachers; Teacher Motivation; Anxiety; Psychological Patterns; Teacher Researchers; Predictor Variables; Teacher Effectiveness; Success + Suchen Sie Ihr Suchwort? Fakultät; Junior teacher; Junglehrer; Angst; Lehrerforschung; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erfolg
Abstract	This study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using social media, 312 early-career faculty completed an online survey containing six newly adapted multi-item emotion scales assessing enjoyment, anxiety, and boredom related to both teaching and research. Analyses supported the reliability as well as convergent and divergent validity of the scales. Results of structural equation modeling revealed that enjoyment positively predicted perceived success whereas anxiety and boredom negatively predicted success in both teaching and research, even after accounting for social-environmental predictors. The emotions also significantly related to faculty research publication and citation counts. In terms of implications for faculty development, the findings suggest that fostering value and control may be a mechanism for improving faculty emotions and performance in teaching and research. The discussion includes future theoretical and methodological contributions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01