New faculty members' emotions: a mixed-method study†

Stupnisky, R.H.; Pekrun, R.; Lichtenfeld, S.

Abstract

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.

Citation

Stupnisky, R., Pekrun, R., & Lichtenfeld, S. (2016). New faculty members' emotions: a mixed-method study†. Studies in Higher Education, 41(7), 1167-1188. https://doi.org/10.1080/03075079.2014.968546

• Journal Article Type: Article
• Acceptance Date: Sep 3, 2014
• Online Publication Date: Oct 14, 2014
• Publication Date: Jul 2, 2016
• Deposit Date: Nov 7, 2017
• Publicly Available Date: Jan 15, 2018
• Journal: Studies in Higher Education
• Print ISSN: 0307-5079
• Electronic ISSN: 1470-174X
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 7
• Pages: 1167-1188
• DOI: https://doi.org/10.1080/03075079.2014.968546
• Public URL: https://durham-repository.worktribe.com/output/1371746