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Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ).

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Title: Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ).
Authors: Stupnisky, Robert H. (AUTHOR), Pekrun, Reinhard (AUTHOR), Hall, Nathan C. (AUTHOR), Larivière, Vincent (AUTHOR), Salahuddin, Muhammad (AUTHOR)
Source: Journal of Higher Education. 2026, Vol. 97 Issue 5, p881-908. 28p.
Subjects: Emotions, Questionnaires, Demographic characteristics, University faculty, STEM occupations, Control (Psychology), Emotion regulation
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Examining the Origins and Outcomes of Research-Related Emotions in Faculty: Developing the Research Emotions Questionnaire (REQ).
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2026, Vol. 97 Issue 5, p881-908. 28p.
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  Data: <searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Demographic+characteristics%22">Demographic characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+occupations%22">STEM occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2025.2497222
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              M: 09
              Text: 2026
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