How does faculty research motivation type relate to success? A test of self-determination theory

被引：30

作者：

Stupnisky, Robert H. ^{[1
]}

BrckaLorenz, Allison ^{[2
]}

Laird, Thomas F. Nelson ^{[2
]}

机构：

[1] Univ North Dakota, Grand Forks, ND 58201 USA

[2] Indiana Univ, Bloomington, IN 47405 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 98卷

关键词：

Faculty; Motivation; Research; Self-determination theory; Autonomy; Competence; Relatedness; Intrinsic; Publications; RESEARCH PRODUCTIVITY; SCIENCE; MODEL; GENDER; AUTONOMY; QUESTION; FIT;

D O I：

10.1016/j.ijer.2019.08.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Studies show institutional, demographic, and social-environmental factors to be incomplete predictors of professor research productivity; meanwhile, the effects of motivation on faculty research are relatively understudied. The current study tested the extent to which self-determined motivation served as a predictor of faculty research success. Analysis of 1846 USA faculty from 19 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond demographics and position details. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had relatively smaller positive relationships with research productivity, while introjected motivation (guilt) had no relationships. The results contribute to both the faculty development and motivation research literatures.

引用

页码：25 / 35

页数：11

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