Foreign Language Faculty Research-Related Beliefs, Perceptions, and Research Motivation at Three Mexican Universities

Abstract

This paper examines the research self-efficacy beliefs, research motivation, and perceptions of research importance and research obstacles of 100 professors and lecturers of foreign languages at three Mexican universities. Survey results show that faculty hold moderate to high research self-efficacy beliefs, are highly motivated to conduct research, think research in the area is very important, and perceive that lack of time is the main obstacle to conducting research. The lack of fit between most participants' relatively high self-efficacy and limited research engagement suggests the possibility that faculty overestimate their research abilities. The implications of these findings are also discussed.Key words: Foreign language faculty, research conditions, research motivation, research self-efficacy.Este artículo examina las creencias de autoeficacia para la investigación, la motivación, las percepciones sobre la importancia de esta actividad y los obstáculos que enfrentan 100 profesores de lenguas extranjeras de tres universidades mexicanas para realizarla. Los resultados de una encuesta mostraron que los profesores albergan creencias sobre su eficacia en investigación que van de moderadas a altas. Igualmente, éstos se dicen muy motivados para realizar investigación y la consideran una actividad importante para el área. El obstáculo más recurrentemente mencionado fue la falta de tiempo. La poca consistencia entre el sentido alto de autoeficacia de la mayoría de los participantes y su limitado compromiso para la investigación sugieren la posibilidad de que los profesores hayan sobrevalorado sus habilidades investigativas. Finalmente, se discuten las implicaciones de estos hallazgos.Palabras clave: condiciones para la investigación, creencias de autoeficacia para la investigación, motivación para investigar, profesores de lenguas extranjeras.

Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation

“…Faculty members’ motivation to conduct research is pivotal to their success (Daumiller, et al, 2020 ). Several motivation theories have been applied to faculty research (e.g., Goal Theory by Daumiller & Dresel, 2020 ; Social-cognitive Theory by Reyes-Cruz et al, 2018 ; Expectancy Theory by Chen & Zhao, 2013 ; Control-Value Theory of Emotions by Stupnisky et al, 2019b ), yet Self-determination Theory (SDT) was chosen as the current study framework because of its clear conceptual linkages and past empirical support (Deci & Ryan, 1985 ; Deci et al, 1997 ; Ryan & Deci, 2017 ). SDT proposes that motivation, in this case faculty motivation for research, is determined by level of satisfaction of three basic psychological needs: competence (perceived research expertise or skill), autonomy (freedom to choose research initiatives and strategies), and relatedness (feeling connected with collaborators).…”

“…Third, many of the studies analyses did not employ advanced statistical methods that account for measurement error (e.g., latent variables), nor did they control for critical background variables that predict research success. Finally, measures across studies raised questions of reliability and validity, with some motivation measures being one or two items (e.g., Blackburn et al, 1991 ; Bland et al, 2002), most measures of research success being exclusively self-report (e.g., Hardré et al, 2011 ; Perry et al, 2000 ), and multiple studies including no subjective or observable indicator of research success (e.g., Edgar & Geare, 2013 ; Reyes-Cruz et al, 2018 ).…”

النمذجة البنائية للدافعية البحثية لدى أعضاء التدريس في أقسام علم النفس والتربية الخاصة بالجامعات السعودية

“…‫اﻟداﻓع�ﺔ‬ ‫ﺘﻌرف‬ ‫اﻟﻌمﻞ‬ ‫ﻓﻲ‬ ‫اﻷداء‬ ‫و‬ ‫اﻟوظ�ﻔﻲ‬ ‫اﻟرﻀﺎ‬ ‫ﻟتحسین‬ ‫ﻤﻔتﺎﺤﻲ‬ ‫�ﻌﺎﻤﻞ‬ ‫اﻟمﻬن�ﺔ‬ (Steinbauer, Renn, Chen, & Rhew, 2018 (Hattie & Marsh, 1996) ‫ازدﻫﺎر‬ ‫و‬ ، ‫اﻟصنﺎﻋﺔ‬ ‫و‬ ‫اﻟجﺎﻤﻌﺔ‬ ‫ﺒین‬ ‫اﻟمﻌرﻓﺔ‬ ‫ﻨﻘﻞ‬ ‫إﻟﻰ‬ ‫ﯿؤدي‬ ‫ﺤیث‬ ‫اﻟمجتمﻊ‬ ‫ﻟتنم�ﺔ‬ ‫اﻷﻫم�ﺔ‬ ‫�ﺎﻟﻎ‬ ‫أﻤر‬ ‫وﻫو‬ ‫اﻻﻗتص‬ ‫اﻟنشﺎط‬ ‫اﻟب�ﺎﻨﺎت‬ ‫ﻋﻠﻰ‬ ‫اﻟﻘﺎﺌمﺔ‬ ‫اﻟحكوﻤ�ﺔ‬ ‫ات‬ ‫ار‬ ‫اﻟﻘر‬ ‫اﺘخﺎذ‬ ‫و‬ ، ‫ﺎدي‬ (Perkmann et al, 2013;Weinberg et al, 2014) . (Zhanga et al,2019;Hemmings & Kay, 2016;Hemmings, et al, 2012;Reyes-Cruz et al,2018;Jang & Shin ,2011) ‫ﻟمﻌتﻘدات‬ ‫ﻨتﺎج‬ ‫اﻹﻨجﺎز‬ ‫أﻫداف‬ ‫ﺘوﺠﻬﺎت‬ ‫ﺘﻌتبر‬ ‫أﺨرى‬ ‫ﻨﺎﺤ�ﺔ‬ ‫وﻤن‬ ، ‫اﻟمﻬن�ﺔ‬ ‫و‬ ‫اﻷﻛﺎد�م�ﺔ‬ ‫اﻟس�ﺎﻗﺎت‬ ‫ﻓﻲ‬ ‫اد‬ ‫ﻟﻸﻓر‬ ‫اﻟذاﺘ�ﺔ‬ ‫اﻟكﻔﺎءة‬ ‫اﻟمختﻠﻔﺔ‬ (Diseth, et al, 2012;Geitz, et al, 2016) ‫ﻤن‬ ‫اﻟﻌدﯿد‬ ‫ﻨتﺎﺌﺞ‬ ‫ذﻟك‬ ‫أﻛدت‬ ‫و‬ . ‫ﺘ�ﺎط�ﺔ‬ ‫ار‬ ‫ﻋﻼﻗﺔ‬ ‫وﺠود‬ ‫إﻟﻰ‬ ‫أﺸﺎرت‬ ‫اﻟتﻲ‬ ‫اﺴﺎت‬ ‫اﻟدر‬ ‫اﻷداء‬ ‫و‬ ‫اﻻﺘﻘﺎن‬ ‫أﻫداف‬ ‫وﺘوﺠﻬﺎت‬ ‫اﻟذاﺘ�ﺔ‬ ‫اﻟكﻔﺎءة‬ ‫ﺒین‬ ‫اﻟمستوى‬ ‫و‬ ‫اﻟنوع‬ ‫ﻤت�ﺎﯿنﺔ‬ (Geitz et al, 2016;Pajares, et al, 2000;Diseth, 2011;Komarraju & Nadler, 2013 ) .…”