“…Different affective, cognitive, and behavioral consequences have been documented for preferences for different goals in diverse populations, such as students, athletes, and teachers (Hulleman et al, 2010;Payne, Youngcourt, & Beaubien, 2007). Lately, AGT has also successfully been used to describe the motivations of university scholars (Daumiller & Dresel, 2020;Daumiller, Dickhäuser, & Dresel, 2019;Daumiller, Figas, & Dresel, 2015;Daumiller, Grassinger, Dickhäuser, & Dresel, 2016;Janke & Dickhäuser, 2018;Janke, Rudert, & Daumiller, 2018). These research works documented that university scholars report pursuing different achievement goals that can empirically be considered as distinct from each other and that are differentially associated with aspects of their cognition and behavior (such as attitudes towards help-seeking, experience of positive affect, learning behaviors, and questionable research practices) as well as students' assessments of teaching quality and their learning outcomes.…”