Motivation in Faculty

  • Chen, M. T. & Hall, N. C. (2023, August). Testing self-determined motivation under Job Demands-Resources Model within post-secondary faculty. American Psychological Association, Washington, DC.
  • Chen, M. T., & Hall, N. C. (2023, June). Enhancing early career academics’ personal value: A faculty motivation intervention. Canadian Psychological Association, Toronto, ON.
  • Chen, M. T., & Hall, N. C. (2023, June). Boosting teaching motivation and effectiveness of post-secondary faculty: Potential intervention approaches. Canadian Psychological Association, Toronto, ON.
  • Chen, M. T., Hall, N. C., & Chang, C. -F. (2023, April). Responding to academic setbacks: Coping, emotions, and well-being in post-secondary faculty. American Educational Research Association Annual Meeting. Chicago, IL.
  • Salahuddin, M., Stupnisky, R. H., & Hall, N. C. (2023, April). How does faculty members’ self-efficacy for research affect their productivity? American Educational Research Association Conference, Chicago, IL.
  • Stupnisky, R. H., Salahuddin, M., Hall, N. C., Lariviere, V., & Pekrun, R. (2023, April). Developing the Faculty Research Emotions Questionnaire: Examining emotion origins, outcomes, and differences across diverse groups. American Educational Research Association Annual Meeting. Chicago, IL.
  • Chen, M. T., & Hall, N. C. (2022, August). (Inter)national higher education faculty: Motivation, occupational adjustment, and well-being. American Psychological Association, Minneapolis, MN.
  • Chen, M., & Hall, N. C. (2022, April). Motivation and well-being in post-secondary faculty: An international and immigration perspective. American Educational Research Association, San Diego, CA.
  • Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P., Dousay, T., & Hall, N. C. (2022). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies, 22(5), 1120-1138. doi:10.1080/14680777.2021.1883086
  • Stupnisky, R. H., Larivière, V., Hall, N. C., & Omojiba, O. (2022). Predicting research productivity in STEM faculty: The role of self-determined motivation. Research in Higher Education. doi:10.1007/s11162-022-09718-3
  • Stupnisky, R. H., Lariviere, V., & Hall, N. C. (2022, April). STEM Faculty members’ self-determined motivation for research predicts publication and citation counts. American Educational Research Association, San Diego, CA.
  • Sabagh, Z., Hall, N. C., Saroyan, A., & Trèpanier, S. -G. (2022). Occupational factors and faculty well-being: Investigating the mediating role of need frustration. The Journal of Higher Education, 93(4), 559-584. doi:10.1080/00221546.2021.2004810
  • Hall, N. C. (2021). Motivation and well-being of faculty and graduate students: Empirical relations with university rankings. In M. Stack (Ed.), Global university rankings and the politics of knowledge (pp. 195-224). Toronto, ON: University of Toronto Press. [download]
  • Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T., Lowenthal, P., & Hall, N. C. (2021). The hidden costs of connectivity: Nature and effects of scholars’ online harassment. Learning, Media and Technology, 46(3), 264-280. doi:10.1080/17439884.2021.1878218
  • Salimzadeh, R., Hall, N. C., & Saroyan, A. (2021). Examining academics’ strategies for coping with stress and emotions: A review of research. Frontiers in Education, 6, 660676. doi:10.3389/feduc.2021.660676
  • Salimzadeh, R., Hall, N. C., & Saroyan, A. (2020). Stress, emotion regulation, and well-being among Canadian faculty members in research-intensive universities. Social Sciences, 9(12), 227. doi:10.3390/socsci9120227
  • Sabagh, Z., Hall, N. C., Saroyan, A., & Trépanier, S.-G. (2021, April). Examining work-home conflict, occupational factors, and basic psychological needs as predictors of faculty well-being. American Educational Research Association, Orlando, FL.
  • Stupnisky, R. H., Omojiba, M., Hall, N. C., & Lariviere, V. (2021, April). How does STEM faculty members’ self-determined motivation relate to their research success? American Educational Research Association, Orlando, FL.
  • Stupnisky, R. H., & Hall, N. C. (2020, June). What matters most in faculty motivation? Conceptually and empirically comparing prominent constructs. SELF International Conference, Quebec City, QC.
  • Hall, N. C., & Lee, S. Y. (2020, April). The SAS Project: A longitudinal analysis of self-determined motivation in adjunct vs. tenure-track faculty. American Educational Research Association, San Francisco, CA.
  • Hall, N. C., & Lee, S. Y. (2020, April). The SAS Project: Online motivational intervention effects on faculty well-being. American Educational Research Association, San Francisco, CA.
  • Omojiba, M., Amida, A., Stupnisky, R. H., & Hall, N. C. (2020, April). Examining self-determined motivation for teaching and research success among pretenure faculty members. American Educational Research Association, San Francisco, CA.
  • Stupnisky, R. H., Hutchinson, A., Pekrun, R., Hall, N. C., Wettersten, K. B., & Chang, C. (2020, April). The Faculty Emotions for Teaching and Research Questionnaire (FETRQ): Developing and testing multi-item measurement scales. American Educational Research Association, San Francisco, CA.
  • Hall, N. C., Lee, S. Y., & Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PLoS ONE, 14(12), e0226716. [DOI]
  • Lee, S. Y., & Hall, N. C. (2019, May). A cross-lagged analysis of procrastination and burnout in post-secondary faculty. Society for the Study of Motivation, Washington, D.C.
  • Lee, S. Y., Hall, N. C., & Rahimi, S. (2019, May). Exploring the relationship between procrastination, causal attributions, and emotions in post-secondary faculty. Association for Psychological Science, Washington, DC.
  • Hall, N. C. (2019, April). The SAS Project: Motivation and well-being in adjunct vs. tenure-track faculty. American Educational Research Association, Toronto, ON. [link]
  • Sabagh, Z., Hall, N. C., Saroyan, A., & Trepanier, S. -G. (2019, April). Relationships between occupational factors and faculty members’ well-being and functioning: Investigating the mediating role of need frustration. American Educational Research Association, Toronto, ON.
  • Salimzadeh, R., Saroyan, A., Wang, H., & Hall, N. C. (2019, April). Stress and occupational well-being among Canadian faculty members: Moderating role of positive emotion regulation. American Educational Research Association, Toronto, Canada.
  • Salimzadeh, R., Saroyan, A., Wang, H., & Hall, N. C. (2019, April). Well-being in Canadian research universities: Investigating the role of emotion regulation strategies. American Educational Research Association, Toronto, Canada.
  • Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2019). The emotions of pretenure faculty: Implications for teaching and research. The Review of Higher Education, 42(4), 1489-1526. [DOI]
  • Stupnisky, R. H., Hall, N. C., Pekrun, R., & Lariviere, V. (2019). Faculty enjoyment, anxiety, and boredom for teaching and research: Instrument development and testing predictors of success. Studies in Higher Education. [DOI]
  • Sabagh, Z., Hall, N. C., & Saroyan, A. (2018). Antecedents, correlates, and consequences of faculty burnout. Educational Research, 1-26.  [DOI]
  • Hall, N. C. (2018, April). The SAS Project: An international analysis of causal attributions and well-being in faculty. American Educational Research Association, New York, NY.
  • Hall, N. C. (2018, April). The SAS Project: Exploring the role of motivational strategies in faculty well-being. American Educational Research Association, New York, NY.
  • Sabagh, Z., Hall, N. C., Saroyan, A., & Trepanier, S.-G. (2018, April). Occupational well-being among Canadian faculty members: Investigating the role of basic psychological needs. American Educational Research Association, New York, NY.
  • Sabagh, Z., Saroyan, A., Hall, N. C., & Trepanier, S.-G. (2018, April). Occupational well-being in Canadian research universities: Predictors of faculty burnout and engagement. American Educational Research Association, New York, NY.
  • Salimzadeh, R., Saroyan, A., & Hall, N. C. (2018, April). Faculty emotion regulation, stress, and well-being. American Educational Research Association, New York, NY.
  • Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2018, April). Pretenure faculty enjoyment, anxiety, and boredom for teaching and research: Testing predictors of success. American Educational Research Association, New York, NY.
  • Salimzadeh, R., Saroyan, A., & Hall, N. C. (2017). Examining the factors impacting academics’ psychological well-being: A review of research. International Education Research, 5(1), 13-44.  [DOI]
  • Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2017). Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality. The Journal of Higher Education, 88(3), 376-400.  [DOI]
  • Sabagh, Z., Saroyan, A., & Hall, N. C. (2017, August). Predictors of faculty occupational well-being in Canadian universities: A survey study. European Association for Research on Learning and Instruction, Tampere, Finland.
  • Salimzadeh, R., Saroyan, A, Hall, N. C. (2017, August). The impact of stress on well-being among faculty members: Moderating role of emotion regulation. European Association for Research on Learning and Instruction, Tampere, Finland.
  • Hall, N. C., Rahimi, S., Maymon, R., & Wang, H. (2017, May). The SAS Project: An international analysis of university rankings and faculty well-being. Association for Psychological Science, Boston, MA.
  • Hall, N. C. (2017, April). @AcademicsSay: A case study in faculty engagement via Twitter. American Educational Research Association, San Antonio, TX.
  • Stupnisky, R. H., Peterson, M.-L., & Hall, N. C. (2017, April). Pretenure faculty members’ motivation for teaching and research success: Testing a model of Self-determination Theory. American Educational Research Association, San Antonio, TX.
  • Hall, N. C. (2016, July). The SAS Project: A case study of motivation research recruitment via social media. Society for the Study of Motivation, Gdansk, Poland.
  • Sabagh, Z., & Hall, N. C. (2016, July). An examination of the factorial structure of Butler’s (2007) teacher achievement goal orientation questionnaire in a sample of university instructors. Society for the Study of Motivation, Gdansk, Poland.
  • Stupnisky, R. H., Hall, N. C., & Pekrun, R. (2016, April). Frustrated but enjoying it: Pretenure faculty members’ emotions for teaching and research. American Educational Research Association, Washington, DC.
  • Stupnisky, R. H., Hall, N. C., Daniels, L. M., & Mensah, E. (2015, April). Testing a model of pretenure faculty members’ teaching and research success: Motivation mediating established predictors. American Educational Research Association, Chicago, IL.