Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor

Daumiller, Martin; Bieg, Sonja; Dickhäuser, Oliver; Dresel, Markus

doi:10.1080/03075079.2019.1623772

Cited by 26 publications

(19 citation statements)

References 45 publications

(45 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

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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

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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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“…In their study involving over 9,000 students rating the quality of courses taught by 230 university instructors, they found empirical support for these assumptions. Studies relating teaching goals to select aspects of teaching quality such as instructors' commitment/dedication to teaching (Han et al, 2016) or the use of content-related humor (Daumiller, Bieg et al, 2019) provide additional support for these patterns.…”

Section: Achievement Goals For Teaching and Teaching Qualitymentioning

confidence: 99%

University Instructors’ Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality

Loderer¹,

Dresel²,

Dickhäuser³

et al. 2020

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University instructors’ goals for teaching are important for teaching quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and Dweck’s (1999) achievement motivation framework, we analyzed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling yielded the expected relations between goals and instructional quality (positive for mastery and performance approach goals; negative for performance avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

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Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor

Abstract: Humor in university teaching: Role of teachers' achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education. Advanced online publication.

Cited by 26 publications

References 45 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

University Instructors’ Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality

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