Examining the Origins and Outcomes of Research-Related Emotions in Faculty

Developing the Research Emotions Questionnaire (REQ)

Bibliographic Data

ID9012292
AuthorsRobert H Stupnisky (0000-0002-5391-7205, University of North Dakota, corresponding author), Reinhard Pekrun (0000-0003-4489-3827, University of Essex), Nathan C Hall (0000-0002-9734-2562, McGill University), Vincent Larivière (0000-0002-2733-0689, Université de Montréal), Muhammad Salahuddin (0000-0003-1205-0999, University of North Dakota)
Year2025
Volume97
Issue5
Pages1-28
Publication date2025-05-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Higher Education (JOURNAL)
Journal identifiersISSN: 0022-1546 • E-ISSN: 1538-4640
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00221546.2025.2497222
OpenAlexW4410119912
LanguageEN
References cited62

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 hypothesized model of emotions as predictors of faculty research success based on Pekrun’s control-value theory (CVT). An online survey was completed by 611 STEM faculty from 10 research-intensive US universities, with the data showing the REQ to be valid and reliable. Women reported more anxiety and disappointment, underrepresented minorities reported more anxiety, and full professors reported more enjoyment and pride, as well as less anxiety and disappointment, compared to junior colleagues. Structural equation modeling results showed perceived control and value appraisals significantly predicted research emotions and, in turn, self-reported research success. Negative binomial regressions revealed enjoyment, boredom, disappointment, and frustration as significant predictors of bibliometric counts of publications and citations. The REQ is an improved tool for understanding faculty research emotions, with implications for developing targeted emotional regulation programs to enhance faculty well-being, success, and job satisfaction, particularly for underrepresented groups

Medical education · Applied Psychology · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Medicine · Psychology · Social Psychology · Student Assessment and Feedback

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