Abstract
<p>This study uses a combination of qualitative research methods for an in-depth examination of Early Career Researchers’ (ECRs) and Principal Investigators’ (PIs) achievement emotions and emotion management strategies at a research-intensive UK university. As part of an online survey, 15 ECRs and eight PIs submitted reflective letters providing rich insights into their professional lives. We interviewed five participants to deepen our understanding of their experiences. Our qualitative analysis combined thematic and affective coding, drawing on appraisal theories of emotion. We found that positive emotions were reported in relation to aspects inherent to the academic professions, both in relation to teaching and research, including supporting others and fulfilment in research. Negative emotions related to structural conditions including precarity, low pay and lack of institutional support. Participants highlighted the importance of social and personal resources for coping with the negative emotions associated with these structural issues. Through the process of letter writing, participants actively regulated their emotions using reappraisal and self-reassurance mechanisms. We discuss how narrative research methods, such as the letter methodology, can be used as powerful action research tools for studying and intervening on academic emotions and propose workshop formats as levers for improving academics’ professional experiences.</p>