Robert H Stupnisky
Biographic Data
| ID | 1500249 |
|---|---|
| NAME | Robert H Stupnisky |
| GIVEN NAMES | Robert H |
| FAMILY NAME | Stupnisky |
| SIGNATURE | STUPNISKY R H |
| AFFILIATIONS | University of North Dakota |
| ORCID | 0000-0002-5391-7205 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Research and technological competencies predicting faculty success
Technology plays a pivotal role in faculty research success, which positively impacts academia and society. The technological adaptation model (TAM) was used to predict how faculty research competence and technological competence for doing research related to their success. Survey data were collected from 336 faculty who were working at North American universities recruited via social media. This study found that faculty research and technologica…
The Role of Grit in STEM Faculty Research Success: A US Longitudinal Study
How does faculty stress and health affect their research motivation and productivity
University faculty often contend with intense workloads, leading to considerable stress and diminished well-being. The impact of these demanding factors on faculty research motivation and research productivity requires further investigation. There is a gap in current research of knowing the relationship between faculty stress, health, motivations, and research productivity. This study recruited 651 US STEM faculty members to complete an online su…
Motivation is important, but can it be improved? Examining faculty perceptions of research motivation and productivity interventions
Faculty motivation has been demonstrated to be a critical factor in research success; however, developers of interventions aimed at boosting research productivity have rarely explicitly focused on faculty motivation. This study explored faculty beliefs about whether their research motivation could be strengthened, their plans to improve research productivity, their opinions on standard interventions, and how their current levels of motivation and…
Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ)
University faculty experience many emotions that have implications for their research success; however, previous studies on research-related emotions in faculty have consistently employed self-report measures with limited validity, reliability, and scope. The current study aimed to validate the Research Emotions Questionnaire (REQ) among STEM faculty, examine potential differences in emotions by demographic and job-related factors, and test a hyp…
How do university faculty feel about grading? Insights from a control-value theory perspective
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading g…
Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation
Confirmatory factor analysis of Beck Depression Inventory-II with two American Indian samples
72). Measures of convergent validity and discriminant validity were below acceptability for both Sample 1 and Sample 2. The results of this study support the construct validity of the BDI-II in Northern Plains American Indians. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Faculty enjoyment, anxiety, and boredom for teaching and research: Instrument Development and Testing Predictors of Success
This study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using social media, 312 early-career faculty completed an online survey containing six newly adapted multi-item emotion scales assessing enjoyment, anxiety, and boredom related to both teaching and research. Analyses supported the reliability as well as convergent a…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality
With the aim of advancing the growing research literature on faculty development, a model of pretenure faculty success in teaching and research was proposed. Building from the early-career faculty literature and self-determination theory, we hypothesized that balance, clear expectations, and collegiality predict success by supporting autonomy, competence, and relatedness that, in turn, promote intrinsic motivation and success for teaching and res…
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, gui…
Value of college education mediating the predictive effects of causal attributions on academic success
Exploring and testing the predictors of new faculty success: A Mixed Methods Study
The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an online survey using scales developed from the qualitative themes. Factor analysis revealed five dist…
Exploring the antecedents of boredom: Do teachers know why students are bored
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures.Sample. Participants were 125 e…
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Relieving career anxiety and indecision: The role of undergraduate students’ perceived control and faculty affiliations
Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales
Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for…
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
The linkages of achievement-related boredom with students appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultur…
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university c…
Perceived Academic Control: Mediating the effects of optimism and social support on college students’ psychological health
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement
Exploring and testing the predictors of new faculty success: A Mixed Methods Study
The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an online survey using scales developed from the qualitative themes. Factor analysis revealed five dist…
Exploring the antecedents of boredom: Do teachers know why students are bored
Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales
Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality
With the aim of advancing the growing research literature on faculty development, a model of pretenure faculty success in teaching and research was proposed. Building from the early-career faculty literature and self-determination theory, we hypothesized that balance, clear expectations, and collegiality predict success by supporting autonomy, competence, and relatedness that, in turn, promote intrinsic motivation and success for teaching and res…
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, gui…
Faculty enjoyment, anxiety, and boredom for teaching and research: Instrument Development and Testing Predictors of Success
This study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using social media, 312 early-career faculty completed an online survey containing six newly adapted multi-item emotion scales assessing enjoyment, anxiety, and boredom related to both teaching and research. Analyses supported the reliability as well as convergent a…
Perceived Academic Control: Mediating the effects of optimism and social support on college students’ psychological health
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Value of college education mediating the predictive effects of causal attributions on academic success
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures.Sample. Participants were 125 e…
Relieving career anxiety and indecision: The role of undergraduate students’ perceived control and faculty affiliations
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement
Perceived Academic Control: Mediating the effects of optimism and social support on college students’ psychological health
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach goals, from goals to discrete emotions, and from discrete emotions to final grades in a university c…
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
The linkages of achievement-related boredom with students appraisals and performance outcomes were examined in a series of 5 exploratory, cross-sectional, and predictive investigations. Studies 1 and 2 assessed students boredom in a single achievement episode (i.e., state achievement boredom); Studies 3, 4, and 5 focused on their habitual boredom (i.e., trait achievement boredom). Samples consisted of university students from two different cultur…
Relieving career anxiety and indecision: The role of undergraduate students’ perceived control and faculty affiliations
Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales
Background. Boredom has been found to be an important emotion for students' learning processes and achievement outcomes; however, the precursors of this emotion remain largely unexplored. Aim. In the current study, scales assessing the precursors to boredom in academic achievement settings were developed and tested. Sample. Participants were 1,380 grade 5-10 students in mathematics classes. Method. The Precursors to Boredom Scales were tested for…
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures.Sample. Participants were 125 e…
Exploring the antecedents of boredom: Do teachers know why students are bored
Value of college education mediating the predictive effects of causal attributions on academic success
Exploring and testing the predictors of new faculty success: A Mixed Methods Study
The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an online survey using scales developed from the qualitative themes. Factor analysis revealed five dist…
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, gui…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality
With the aim of advancing the growing research literature on faculty development, a model of pretenure faculty success in teaching and research was proposed. Building from the early-career faculty literature and self-determination theory, we hypothesized that balance, clear expectations, and collegiality predict success by supporting autonomy, competence, and relatedness that, in turn, promote intrinsic motivation and success for teaching and res…
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Faculty enjoyment, anxiety, and boredom for teaching and research: Instrument Development and Testing Predictors of Success
This study examined the role of emotions in predicting university faculty teaching and research performance while addressing the methodological limitations of past research. Recruited using social media, 312 early-career faculty completed an online survey containing six newly adapted multi-item emotion scales assessing enjoyment, anxiety, and boredom related to both teaching and research. Analyses supported the reliability as well as convergent a…
Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions
Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation
Confirmatory factor analysis of Beck Depression Inventory-II with two American Indian samples
72). Measures of convergent validity and discriminant validity were below acceptability for both Sample 1 and Sample 2. The results of this study support the construct validity of the BDI-II in Northern Plains American Indians. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
How do university faculty feel about grading? Insights from a control-value theory perspective
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading g…
How does faculty stress and health affect their research motivation and productivity
University faculty often contend with intense workloads, leading to considerable stress and diminished well-being. The impact of these demanding factors on faculty research motivation and research productivity requires further investigation. There is a gap in current research of knowing the relationship between faculty stress, health, motivations, and research productivity. This study recruited 651 US STEM faculty members to complete an online su…
Motivation is important, but can it be improved? Examining faculty perceptions of research motivation and productivity interventions
Faculty motivation has been demonstrated to be a critical factor in research success; however, developers of interventions aimed at boosting research productivity have rarely explicitly focused on faculty motivation. This study explored faculty beliefs about whether their research motivation could be strengthened, their plans to improve research productivity, their opinions on standard interventions, and how their current levels of motivation and…
Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ)
University faculty experience many emotions that have implications for their research success; however, previous studies on research-related emotions in faculty have consistently employed self-report measures with limited validity, reliability, and scope. The current study aimed to validate the Research Emotions Questionnaire (REQ) among STEM faculty, examine potential differences in emotions by demographic and job-related factors, and test a hyp…
Research and technological competencies predicting faculty success
Technology plays a pivotal role in faculty research success, which positively impacts academia and society. The technological adaptation model (TAM) was used to predict how faculty research competence and technological competence for doing research related to their success. Survey data were collected from 336 faculty who were working at North American universities recruited via social media. This study found that faculty research and technologica…
The Role of Grit in STEM Faculty Research Success: A US Longitudinal Study
Psychology (21 works) · Social Psychology (18 works) · Higher education (10 works) · Developmental psychology (9 works) · Social Psychology (8 works) · Evaluation of Teaching Practices (7 works) · Grit, Self-Efficacy, and Motivation (7 works) · Pedagogy (7 works) · Academic achievement (6 works) · Boredom (6 works)