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

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

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

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

It is difficult to demonstrate that safety-critical software is completely free of dangerous faults. Prior testing can be used to demonstrate that the unsafe failure rate is below some bound, but in practice, the bound is not low enough to demonstrate the level of safety performance required for critical software-based systems like avionics. This paper argues higher levels of safety performance can be claimed by taking account of: 1)external mitigation to prevent an accident: 2) the fact that software is corrected once failures are detected in operation. A model based on these concepts is developed to derive an upper bound on the number of expected failures and accidents under different assumptions about fault fixing, diagnosis, repair and accident mitigation. A numerical example is used to illustrate the approach. The implications and potential applications of the theory are discussed

Using Interactive Nutrition Modules to Increase Critical Thinking Skills in College Courses

Objective: To understand how the addition of an evidence-based framework to an online nutrition module influences college students’ critical thinking decision making (CT-DM). Design: Students were individually randomized into an intervention group or a control group. The nutrition modules focused on 2 topics related to different types of eating behavior. Students completed a CT-DM activity to generate a score. Participants: College students, between 18 and 24 years old, recruited from introductory nutrition and agriculture science courses at 2 universities. Intervention: Intervention and control received 2 nutrition modules. The intervention added a CT-DM framework that framed the topic as a problem, incorporated activities, and provided scaffolding. Main Outcome Measures: CT-DM was scored using a validated rubric to assess the use of critical thinking skills when making a food-related decision. Green eating and critical thinking disposition were measured. Analysis: Hierarchical linear regression and t tests were used to assess outcomes. Results: A total of 431 students participated (intervention = 203; control = 228). After controlling for university, the intervention group scored significantly higher on CT-DM (18.1 ± 7.6) compared with the control (15.4 ± 8.4); F (3,428) = 14.58, P \u3c .001. Conclusions and Implications: The results show that an evidence-based framework using nutrition topics encourages CT-DM skills. Future higher-education nutrition interventions should use frameworks to enhance student learning

Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive elaboration

Attribution-based motivation treatments can boost performance in competitive achievement settings (Perry and Hamm 2017), yet their efficacy relative to mediating processes and affect-based treatments remains largely unexamined. In a two-semester, pre-post, randomized treatment study (n = 806), attributional retraining (AR) and stress-reduction (SR) treatments were administered in an online learning environment to first-year college students who differed in cognitive elaboration (low, high). Low elaborators who received AR outperformed their SR peers by nearly a letter grade on a class test assessed 5 months post-treatment. Path analysis revealed this AR-performance linkage was mediated by causal attributions, perceived control, and positive and negative achievement emotions in a hypothesized causal sequence. Results advance the literature by showing AR (vs. SR) improved performance indirectly via cognitive and affective process variables specified by Weiner’s (1985a, 2012) attribution theory of motivation and emotion