Journal
JOURNAL OF CAREER ASSESSMENT
Volume 27, Issue 1, Pages 167-182Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1069072717748667
Keywords
faculty well-being; self-determination theory; academic environmental factors; volitional autonomy; perceived competence; perceived relatedness
Categories
Funding
- EAGER Grant from the National Science Foundation [IIA-1449187]
- Office Of The Director
- Office of Integrative Activities [1449187] Funding Source: National Science Foundation
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Recent research has examined the well-being of higher education faculty, but it has typically lacked a theoretical model. The present study used self-determination theory to model the well-being of 581 tenured and tenure-eligible faculty members at a large mid-Western university. Volitional autonomy, perceived competence, and perceived relatedness were hypothesized to partially mediate the relationships between several environmental factors (e.g., administrative support, research support, promotion and tenure support) and faculty well-being (i.e., teaching/service satisfaction and global satisfaction). Results of path analysis indicated that all relations between the environment and teaching/service satisfaction were fully mediated by volitional autonomy and perceived competence, whereas all relations between the environment and global satisfaction were partially mediated by perceived relatedness. These findings highlight the centrality of psychological needs in understanding the relations between the environment and faculty well-being. Additional implications and future directions for research are discussed.
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