How learning time mediates the impact of university Scholars' learning goals on professional learning in research and teaching

Hein, Julia; Daumiller, Martin; Janke, Stefan; Dresel, Markus; Dickhäuser, Oliver

doi:10.1016/j.lindif.2019.04.002

Cited by 27 publications

(49 citation statements)

References 41 publications

(46 reference statements)

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“…The structure and usefulness of the above-mentioned achievement goals, as well as their relevance for explaining individual differences in achievement-related experiences and behaviors, has been confirmed in the population of higher education teachers (e.g., Daumiller, Bieg et al, 2020;Daumiller et al, 2019;Daumiller & Dresel 2020a;Daumiller & Dresel, 2020b;Hein et al, 2019;Janke et al, 2019;Rinas et al, 2020). This line of faculty motivation research has largely relied on the overview model developed by Daumiller et al (2019), which has been found to be suitable for characterizing higher education teachers' achievement goals.…”

Section: An Achievement Goal Approach To Higher Education Teachers' Mmentioning

confidence: 96%

Faculty Subjective Well-being: An Achievement Goal Approach

Rinas¹,

Dresel²,

Daumiller³

2020

Preprint

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Research suggests that higher education teachers worldwide experience high levels of stress, burnout, and other adverse experiences due to the challenging nature of their work. To better understand why, under similar conditions, some teachers struggle while others flourish, studies are needed which recognize multiple facets of their subjective well-being (SWB) and explain differences therein using comprehensive theoretical frameworks. From an achievement goal perspective, goals can be expected to underlie differences in one’s emotions, cognitions, and behaviours in achievement contexts. However, this theoretical notion remains largely uninvestigated when it comes to understanding differences in higher education teachers’ SWB. Our research thereby offers a comprehensive overview of the associations between higher education teachers’ achievement goals and, acknowledging the multifaceted nature of SWB, their positive emotions, negative emotions, job satisfaction, and life satisfaction. For international and institutional generalizability, we conducted a study in which 1,338 teachers from three countries (Germany, the USA, and India) and two higher education institution types (research- and teaching-oriented institutions), completed measures of their achievement goals and multifaceted SWB. We found that, invariant across the different countries and higher education institutions, achievement goals were meaningfully and differentially associated with facets of SWB. Notably, mastery approach goals (task approach goals) were adaptively associated with all facets of SWB, while the opposite was found for work avoidance goals. Our findings highlight the relevance of achievement goals for understanding and supporting higher education teachers’ SWB, as well as the importance of employing differentiated and comprehensive perspectives in achievement goal and SWB research.

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Section: An Achievement Goal Approach To Higher Education Teachers' Mmentioning

confidence: 96%

Faculty Subjective Well-being: An Achievement Goal Approach

Rinas¹,

Dresel²,

Daumiller³

2020

Preprint

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“…Within this, established goal classes from prior frameworks and research were integrated into a comprehensive model suitable for characterizing the full scope of university instructors’ achievement goals (see Daumiller et al, 2019b , for details). Based on this model and the respective scale, a series of studies have been conducted and have proven their suitability for assessing university instructors’ achievement goals as well as their relevance for explaining differences in their experiences and behaviors (e.g., Daumiller et al, 2019a , 2020b ; Hein et al, 2019 ; Janke et al, 2019b ; Daumiller and Dresel, 2020a , b ). We therefore also adopted this achievement goal model in the present study given prior empirical evidence and its theoretical fittingness.…”

Section: Introductionmentioning

confidence: 99%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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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.

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“…Based on the considerations presented above, we expected substantial differences between instructors in their attention, and that these are related to instructors' achievement goals prior to course participation. Building on the aforementioned findings of previous research (e.g., Daumiller et al, 2016;Hein et al, 2019;Hurtz and Williams, 2009;Nitsche et al, 2013a;Nitsche et al, 2013b;Payne et al, 2007), we hypothesized that learning approach goals are positively associated with attention and performance approach, performance avoidance, relational, and work avoidance goals are negatively associated with attention.…”

Section: Research Questions and Hypothesesmentioning

confidence: 93%

“…Strong learning approach goals have been shown to be associated with increased participation in further education courses (Hurtz and Williams, 2009;Nitsche et al, 2013a;Nitsche et al, 2013b), university instructors' planned participation in further education and their attitudes thereto (Diethert et al, 2015), university instructors' attitudes towards help seeking (Daumiller et al, 2019), their learning time (Hein et al, 2019), their own as well as their students' learning gains (Daumiller et al, 2016;Hein et al, 2019), and their selfreported learning effort, intensity, risk-taking, elaboration, implementation, and persistence in professional training courses (Daumiller et al, 2020a).…”

Section: Relevance Of Achievement Goals For Differences In University Instructors' Professional Learningmentioning

confidence: 99%

Relationship between achievement goals and attention of university instructors in higher education professional training courses

Kücherer

Dresel

Daumiller

2020

HESWBL

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PurposeProfessional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from participants' achievement motivations.Design/methodology/approachThe authors investigated the attention of participants in full-day higher education professional training courses and how differences therein are associated with their achievement goals. Prior to course participation, 117 university instructors (49.6% male, 79.5% with PhD, average age 31.4 years) reported their achievement goals. Using an adapted observational instrument (Hommel, 2012a), two raters subsequently observed and coded the participants' attention during the course (ICC2 = 0.83).FindingsThe results documented very high attention levels, although with substantial interindividual differences. Multilevel analyses indicated that learning goals positively and work avoidance goals negatively predicted observed attention.Originality/valueThe findings provide insight into the value of an observational approach to measuring a fundamental aspect of learning engagement, and contribute to the understanding of interindividual differences in an important higher education learning environment. The study illuminates the relevance of personal predictors for university instructors' successful learning. Specifically, the findings point to the significance of goals as a relevant, but surprisingly hitherto uninvestigated, premise of learning engagement.

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How learning time mediates the impact of university Scholars' learning goals on professional learning in research and teaching

Cited by 27 publications

References 41 publications

Faculty Subjective Well-being: An Achievement Goal Approach

Faculty Subjective Well-being: An Achievement Goal Approach

Exploring University Instructors’ Achievement Goals and Discrete Emotions

Relationship between achievement goals and attention of university instructors in higher education professional training courses

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