Nathan C Hall
Biographic Data
| ID | 1501057 |
|---|---|
| NAME | Nathan C Hall |
| GIVEN NAMES | Nathan C |
| FAMILY NAME | Hall |
| SIGNATURE | HALL N C |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-9734-2562 |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 116 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Examining the Origins and Outcomes of Research-Related Emotions in Faculty
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…
Predicting Research Productivity in STEM Faculty
Exploring teachers’ social goal orientations with the job demands-resources model
Teachers' social goals and classroom engagement
Examining Academics’ Strategies for Coping With Stress and Emotions
Existing research suggests that numerous aspects of the modern academic career are stressful and trigger emotional responses, with evidence further showing job-related stress and emotions to impact well-being and productivity of post-secondary faculty (i.e., university or college research and teaching staff). The current paper provides a comprehensive and descriptive review of the empirical research on coping and emotion regulation strategies amo…
The hidden costs of connectivity
A growing body of research reveals that some scholars face online harassment and that such harassment leads to a wide variety of adverse impacts. Drawing on data collected from an online survey of 182 scholars, we report on the factors and triggers involved in scholars’ experiences of online harassment; the environments where said experiences take place, and; the consequences it has for personal and professional relationships. We find that online…
Exploring relations between teacher emotions, coping strategies, and intentions to quit
A Review of First-Year Student Stress and Social Support
The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines c…
Support for scholars coping with online harassment
This article contributes to understanding the phenomenon of online harassment of scholars with a focus on examining the effectiveness of support for coping with online harassment. We collected data from 182 participants of an online survey examining scholars’ experiences with online harassment. Bronfenbrenner’s ecological model was used to examine the relationship between coping and support. We found that scholars used numerous engagement and dis…
Occupational Factors and Faculty Well-Being
Research evidence suggests that faculty members’ well-being is a serious concern in academia. However, little is known about the academic job demands and resources, which are specific to the professional context and faculty work, that influence faculty well-being. Moreover, the psychological processes how job characteristics lead to well-being outcomes among faculty are to date underexamined. We addressed these gaps and investigated the mediating…
Implicit Theories of Emotion, Goals for Emotion Regulation, and Cognitive Responses to Negative Life Events
Why do some people routinely respond to emotional difficulty in ways that foster resilience, while others habitually engage in responses associated with deleterious consequences over time? This study examined relations between emotion controllability beliefs and goals for emotion regulation (ER) with peoples' multivariate profile of cognitive ER strategy use. Cluster analysis classified 481 university students (81% female) as adaptive, maladaptiv…
Understanding Procrastination in First-Year Undergraduates
Despite findings showing first-year undergraduates persistently engage in academic procrastination, research exploring students’ perceived reasons for their procrastination and procrastination-related emotions is lacking. The present exploratory study utilized Weiner’s (2010) attribution theory to examine the relationships between procrastination as well as students’ causal explanations and emotions specific to procrastination. Findings of 429 fi…
Stress, Emotion Regulation, and Well-Being among Canadian Faculty Members in Research-Intensive Universities
Existing research reveals the academic profession to be stressful and emotion-laden. Recent evidence further shows job-related stress and emotion regulation to impact faculty well-being and productivity. The present study recruited 414 Canadian faculty members from 13 English-speaking research-intensive universities. We examined the associations between perceived stressors, emotion regulation strategies, including reappraisal, suppression, adapti…
Antecedents and Consequences of Teachers’ Emotional Labor
When “I care” is not enough
The Berlin Social Support Scales
The purpose of this study was to examine the reliability and validity of the Received Support Scale of the Berlin Social Support Scales in a Canadian sample of English and French language melanoma patients ( N = 137). Participants received a skin self-examination education and completed self-report questionnaires. Exploratory factor analyses, reliability analyses, and independent samples t-tests were conducted. Findings support the unidimensional…
Faculty enjoyment, anxiety, and boredom for teaching and research
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…
The PhD Experience
Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ exper…
Antecedents, correlates and consequences of faculty burnout
BackgroundOver the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose chall…
When Academic Technology Fails
As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with s…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success
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' goal orientations
BackgroundPrior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Self-efficacy and causal attributions in teachers
Types of boredom
Self-efficacy and causal attributions in teachers
Academic emotions from a social-cognitive perspective
This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Cor…
When “I care” is not enough
Detrimental Effects of Falling on Health and Well-being in Later Life
Falling is common among older adults, often resulting in decreased functional ability and quality of life. To understand processes underlying the fall/health and well-being relationship, it is important to identify psychosocial mediators. The current study examined the impact of falling on subsequent physical health, negative emotions and physical activity among 231 young-old (<85) and old-old (85+) community-dwelling adults, and the mediating ef…
Occupational Factors and Faculty Well-Being
Research evidence suggests that faculty members’ well-being is a serious concern in academia. However, little is known about the academic job demands and resources, which are specific to the professional context and faculty work, that influence faculty well-being. Moreover, the psychological processes how job characteristics lead to well-being outcomes among faculty are to date underexamined. We addressed these gaps and investigated the mediating…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success
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…
Support for scholars coping with online harassment
This article contributes to understanding the phenomenon of online harassment of scholars with a focus on examining the effectiveness of support for coping with online harassment. We collected data from 182 participants of an online survey examining scholars’ experiences with online harassment. Bronfenbrenner’s ecological model was used to examine the relationship between coping and support. We found that scholars used numerous engagement and dis…
The Berlin Social Support Scales
The purpose of this study was to examine the reliability and validity of the Received Support Scale of the Berlin Social Support Scales in a Canadian sample of English and French language melanoma patients ( N = 137). Participants received a skin self-examination education and completed self-report questionnaires. Exploratory factor analyses, reliability analyses, and independent samples t-tests were conducted. Findings support the unidimensional…
Faculty enjoyment, anxiety, and boredom for teaching and research
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…
Teachers' goal orientations
BackgroundPrior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
Perceived control and emotions
Student teachers’ competence and career certainty
In comparison to other professional faculties, student teachers are less certain about their career decisions. Consequently, examining the factors that influence their perceptions of career competence and certainty may be beneficial for their professional development. We examined how student teachers’ (n = 194) gender, grade of instruction, practicum, career anxiety, and perceived control affected their career competence and certainty. Anxiety ha…
The Domain Specificity of Academic Emotional Experiences
The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to …
Student teachers’ competence and career certainty
In comparison to other professional faculties, student teachers are less certain about their career decisions. Consequently, examining the factors that influence their perceptions of career competence and certainty may be beneficial for their professional development. We examined how student teachers’ (n = 194) gender, grade of instruction, practicum, career anxiety, and perceived control affected their career competence and certainty. Anxiety ha…
Academic emotions from a social-cognitive perspective
This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Cor…
Between- and within-domain relations of students' academic emotions.
The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 studen…
Perceived control and emotions
Detrimental Effects of Falling on Health and Well-being in Later Life
Falling is common among older adults, often resulting in decreased functional ability and quality of life. To understand processes underlying the fall/health and well-being relationship, it is important to identify psychosocial mediators. The current study examined the impact of falling on subsequent physical health, negative emotions and physical activity among 231 young-old (<85) and old-old (85+) community-dwelling adults, and the mediating ef…
Antecedents of academic emotions
Metacognitive Strategies and Test Performance
The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, M age = 17.09 years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve…
The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction
(2012). The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction. Gifted and Talented International: Vol. 27, No. 2, pp. 73, 81-83
Do Girls Really Experience More Anxiety in Mathematics?
Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-samplin…
Social Care, Service Users and User Involvement
This book contains some very interesting and varied contributions to the literature of service user involvement in social care situations, concerning research, project work and practice. In addition to the initial and concluding chapters by the authors which discuss the theory, philosophy and influences behind the service user movement, the book contains twelve chapters from a variety of authors involved in diverse areas such as co-production wit…
Types of boredom
Boredom and academic achievement
A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun’s (2006) control-value theory of achievement emotions, the model posits that boredom and achievement reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The study involved 5 assessments of students’ boredom and test performance during a university course sp…
Self-efficacy and causal attributions in teachers
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success
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' goal orientations
BackgroundPrior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
The PhD Experience
Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ exper…
Antecedents, correlates and consequences of faculty burnout
BackgroundOver the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose chall…
When Academic Technology Fails
As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with s…
Antecedents and Consequences of Teachers’ Emotional Labor
When “I care” is not enough
The Berlin Social Support Scales
The purpose of this study was to examine the reliability and validity of the Received Support Scale of the Berlin Social Support Scales in a Canadian sample of English and French language melanoma patients ( N = 137). Participants received a skin self-examination education and completed self-report questionnaires. Exploratory factor analyses, reliability analyses, and independent samples t-tests were conducted. Findings support the unidimensional…
Faculty enjoyment, anxiety, and boredom for teaching and research
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…
Implicit Theories of Emotion, Goals for Emotion Regulation, and Cognitive Responses to Negative Life Events
Why do some people routinely respond to emotional difficulty in ways that foster resilience, while others habitually engage in responses associated with deleterious consequences over time? This study examined relations between emotion controllability beliefs and goals for emotion regulation (ER) with peoples' multivariate profile of cognitive ER strategy use. Cluster analysis classified 481 university students (81% female) as adaptive, maladaptiv…
Psychology (36 works) · Social Psychology (31 works) · Developmental psychology (16 works) · Social Psychology (13 works) · Clinical Psychology (10 works) · Academic achievement (8 works) · Education, Achievement, and Giftedness (8 works) · Structural equation modeling (8 works) · Anxiety (7 works) · Cognitive psychology (7 works)