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Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievementrelated thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors' emotional experiences and well-being are discussed.

Empirical investigations of university scholars' learning goals are important to foster high-quality teaching and research. A well-established tenet in achievement goal research is that learning goals elicit actual learning. However, few studies have investigated the mechanisms behind this association. In this study, we propose that learning time links learning goals (i.e., the goal to enhance one's own competences) to learning outcomes in both contexts, research and teaching. In a prospective correlational study, we questioned a representative sample of 705 German university scholars (highest qualification: 25% full professors, 36% with Ph.D.) during two successive semesters. Applying structural equation models, we found positive associations of learning goals and self-reported learning gains (in research and teaching) that was mediated by learning time within the teaching domain. University scholars seem to profit from pursuing learning goals. Future training programs might consider this variable as a starting point for increasing learning.

Study Objectives This study deals with the question whether a slow (non-disturbing) reduction of core body temperature (CBT) during sleep increases sleep stage N3 and EEG slow wave energy (SWE) and leads to a slowing of heart rate in humans. Participants Thirty-two healthy male subjects with a mean ± SD age 46 ± 4 years and body mass index 25.2 ± 1.8 kg/m2. Methods A high-heat capacity mattress (HM) was used to lower body temperatures in sleep and was compared to a conventional low-heat capacity mattress (LM) in a double-blinded fashion. Polysomnography was performed accompanied by measurements of skin-, core body- and mattress surface-temperatures, and heart rate. EEG power spectral analyses were carried out using Fast Fourier Transform. Interbeat intervals were derived from the electrocardiogram. Results The HM led to a larger decline in CBT, mediated through higher heat conduction from the core via the proximal back skin onto the mattress together with reduced heart rate. These effects occurred together with a significant increase in sleep stage N3 and standardized slow wave energy (sSWE, 0.791–4.297 Hz) accumulated in NREM sleep. In the 2nd half of the night sSWE increase was significantly correlated with body temperature changes, for example with CBT decline in the same phase. Conclusions A HM subtly decreases CBT, leading to an increased amount of sleep stage N3 and of sSWE, as well as a slowing of heart rate.