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

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

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Authors

R.H. Stupnisky

R. Pekrun



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 Mar 28, 2024
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

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