How Does Faculty Members Emotions Affect their Research Productivity? An International Faculty Perspective

Faculty success is complex and depends on multiple factors (e.g., demographic characteristics, emotion for research, motivation); particularly complicated are the factors affecting research productivity. Emotions have multi-faceted psychological dimensions that affect international faculty (46% of all US faculty) research success. This study wants to evaluate international faculty research productivity through the lens of Perkun\u27s emotion theory. 759 faculty were selected randomly from ten higher education institutions in the USA. This study used multi-item measurement scales and examined research questions through t-tests, ANOVA, correlation, and path analysis. There were significant differences found among the faculty demographic characteristics and research success. International faculty had higher positive emotions (e.g., pride, enjoyment, satisfaction) while the domestic faculty had higher negative emotions (e.g., anxiety, frustration, disappointment). The control over research and the value of research positively predicted emotions for research. International faculty had more success in research (e.g., securing grants, and publications) than domestic facultyhttps://commons.und.edu/grad-posters/1003/thumbnail.jp

Medium Altitude Long Endurance RPA Training: Evaluating Blended Learning

The Heads Down Display (HDD) Menu Trainer – a stand-alone software trainer – was developed to familiarize students in Remotely Piloted Aircraft training with the layout and manipulation of the HDD menus for either the MQ-1 or MQ-9. Preliminary work by Waller et al. (2016) established the efficacy of the HDD Menu Trainer in improving student performance from pretest to posttest scores across several modalities (i.e. traditional, blended, and distance). Recognizing that students holding pilot certification scored higher in some aspects of the HDD Menu Trainer, this study sampled students across a curriculum to assess whether performance with the HDD Menu Trainer would differ across modalities (i.e. traditional, blended, and distance) when FAA pilot certification was controlled. Results of a mixed factorial ANCOVA indicated the effectiveness of the HDD menu trainer once more through a main within-subjects effect of performance and performance was again higher for students holding an FAA pilot certificate than for those without. However, modality failed to demonstrate a significant interaction effect with student performance from pretest to posttest. These results affirm that even outside the variation which should be attributed to a student’s pilot certification, the HDD Menu Trainer demonstrates equal effectiveness when used in blended and distance modalities. These results support several prior works finding blended learning applications to be at least as effective as other modalities. As blended, flipped, and hybrid learning models are increasingly expected within higher education curriculums, future work is anticipated in the construct of student engagement (Borup et al., 2020; Halverson & Graham, 2019)

The Relationship Between Motivation and Job Preferences in Commercial Aviation Graduates

The current demand for commercial pilots at regional airlines means that graduates of commercial aviation degree programs have the luxury of choosing a particular place of employment post-graduation. What do the majority of these graduates look for when choosing a place to work after they graduate and meet the minimum hiring requirements? The present research surveyed 134 recent commercial aviation degree students and graduates to determine what motivated their decision to work for a particular regional airline. Student’s and graduate’s motivation was measured using Vallerand et al.’s (1992) Academic Motivation Scale (AMS). Respondents who demonstrated extrinsic – identified motivation style were significantly more likely to choose a regional airline that had a higher hourly pay and had a favorable crew base. Additionally, aviation students and graduates report crew base and hourly pay as the most important factors in choosing a regional airline to work for. Time to upgrade and the recommendation of a friend are the next most important factors

The Relationship Between Motivation and Job Preferences in Commercial Aviation Graduates

The current demand for commercial pilots at regional airlines means that graduates of commercial aviation degree programs have the luxury of choosing a particular place of employment post-graduation. What do the majority of these graduates look for when choosing a place to work after they graduate and meet the minimum hiring requirements? The present research surveyed 134 recent commercial aviation degree students and graduates to determine what motivated their decision to work for a particular regional airline. Student’s and graduate’s motivation was measured using Vallerand et al.’s (1992) Academic Motivation Scale (AMS). Respondents who demonstrated extrinsic – identified motivation style were significantly more likely to choose a regional airline that had a higher hourly pay and had a favorable crew base. Additionally, aviation students and graduates report crew base and hourly pay as the most important factors in choosing a regional airline to work for. Time to upgrade and the recommendation of a friend are the next most important factors

Students\u27 Emotions for Achievement and Technology Use in Synchronous Hybrid Graduate Programmes: A Control-Value Approach

Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in compar- ison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achieve- ment and technology use, and mediated the effects of control and value appraisals on perceived success

How Accurately Can Parents Judge Their Children\u27s Boredom in School?

The purpose of the present study was to explore what parents know about their Children’s boredom in school; specifically, the frequency, intensity, and antecedents of their Children’s boredom, as well as how they cope with boredom. A questionnaire was administered to 437 grade 9 students (54% female, Mage = 14.82) and their parents (72% mothers, 14% fathers, 12% both parents, Mage = 45.26) measuring variables related to students boredom in mathematics class. Three different measurements were used to evaluate the accuracy of parents’ judgments: (1) the correlation between parents’ and students’ answers, (2) the mean differences between parents’ and students’ answers, and (3) the mean values of absolute differences of parents’ and students’ answers. The results suggest that parents generally have an informed knowledge about their child’s boredom and related facets. This is reflected by a mean correlation of medium size (r = 0.34) and a small mean effect size of the difference between parents’ and students’ judgments over all items (d = 0.20). Parents are also substantially better in judging their Children’s boredom compared to guessing for all variables (mean effect size of d = 0.65). They had the most precise judgments for the frequency and intensity of boredom. The antecedents of boredom (e.g., characteristics of instruction) were also well estimated by parents; specifically, parents tend to have a bias in favor for their children evidenced by overestimating antecedents that cannot be influenced by the students and underestimating those that can be influenced by the students. The least concordance was found between parents’ and Children’s perception of boredom coping strategies (e.g., accepting boredom), implying that parents lack information about how their children intentionally cope with boredom. Implications for research on student boredom are discussed as well as practical applications involving parents in boredom prevention

Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students

Motivation of Higher Education Faculty: Theoretical Approaches, Empirical Evidence, and Future Directions

We explore and elaborate on four questions to inspire future research on faculty motivation. The first question asks why we should be concerned with the motivations of higher education faculty in the first place, particularly in regard to studying them empirically? Moreover, if re-search on higher education faculty motivation is important, why is it still rather underdevel-oped? Building on this, considering the plethora of motivation frameworks, we wondered which theories apply well to faculty members and how they align with one another? Finally, what should thorough international research on faculty motivation entail? This question encom-passes a search for solutions on what could be done to broaden the scope of this important line research

The emotions of pretenure faculty: Implications for teaching and research success

The current mixed-method study examined the emotions experienced by pretenure faculty regarding teaching and research, specifically their emotion frequency, antecedents, and relationships with perceived success. Interviews with 11 faculty identified 46 discrete emotions with the most common being enjoyment, frustration, excitement, happiness, and anxiety. A survey of 102 pretenure faculty found more enjoyment, happiness, pride, satisfaction, and relaxation regarding teaching; conversely more frustration, anxiety, worry, fear, envy, shame, loneliness, and hopelessness in research. Path analyses revealed faculty control, value, and positive/negative affect mediate the relationships of collegiality and balance with self-reported success. The results have implications for faculty development