Document Type

Article

Publication Date

5-2025

Publication Title

Journal of Higher Education

Abstract

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.

First Page

1

Last Page

28

DOI

10.1080/00221546.2025.2497222

ISSN

1538-4640

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Higher Education on May 6, 2025, available at: https://doi.org/10.1080/00221546.2025.2497222

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Available for download on Friday, November 06, 2026

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