New faculty members' emotions: a mixed-method study

被引：27

作者：

Stupnisky, Robert H. ^{[1
]}

Pekrun, Reinhard ^{[2
]}

Lichtenfeld, Stephanie ^{[2
]}

机构：

[1] Univ N Dakota, Dept Educ Fdn & Res, Stop 7189, Grand Forks, ND 58202 USA

[2] Univ Munich, Dept Psychol, Munich, Germany

来源：

STUDIES IN HIGHER EDUCATION | 2016年 / 41卷 / 07期

关键词：

faculty; emotions; control; value; mixed methods; RESEARCH PRODUCTIVITY; LONGITUDINAL ANALYSIS; PERCEIVED CONTROL; ACHIEVEMENT; SATISFACTION; STUDENTS; INSTITUTION; INTENTIONS; TRANSITION; STRESS;

D O I：

10.1080/03075079.2014.968546

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control-value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members showed significantly more enjoyment, pride, and boredom regarding teaching, whereas more anxiety, guilt, and helplessness were found concerning research. Sixteen of the 20 emotions significantly correlated with perceived success. Regressions revealed that several emotions (enjoyment, pride, and boredom) played a role in teaching success by mediating value; conversely, numerous emotions (enjoyment, pride, shame, and helplessness) mediated the predictive effect of control on research success. Implications for new faculty development and emotion research are discussed.

引用

页码：1167 / 1188

页数：22

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