Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Daumiller, Martin; Dresel, Markus

doi:10.1016/j.cedpsych.2022.102124

Cited by 8 publications

(9 citation statements)

References 106 publications

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“…Aside from these relations, our findings extend prior research on the temporal stability of achievement goals and aspects of SWB in teaching populations (see Daumiller & Dresel, 2023;Janke & Dickhäuser, 2018;Praetorius et al, 2014). The autocorrelations observed in our study showed that across 3 months, achievement goals and aspects of SWB displayed moderate to high stability, descriptively speaking, with life satisfaction having the highest stability.…”

Section: Tablesupporting

confidence: 85%

“…The present findings do not imply that achievement goals are irrelevant to the development of SWB, in fact, performance approach goals were found to have a predictive effect. Rather, like other recent studies that have identified reciprocal and reverse effects (e.g., Daumiller & Dresel, 2020, 2023; King & McInerney, 2016), they encourage researchers to consider that these constructs may be intertwined in a more complex way than assumed.…”

Section: Discussionmentioning

confidence: 74%

“…Nevertheless, other prominent domains involved in university instructors' work should be acknowledged and assessed, such as the research domain, which is equally relevant and warrants further investigation. This is especially the case as recent findings suggest differential goal-outcome effects as a function of teaching versus research domains (see e.g., , 2023.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 95%

See 2 more Smart Citations

How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.

Rinas¹,

Kiltz²,

Dresel³

et al. 2023

Journal of Educational Psychology

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Research indicates that university instructors struggle with compromised subjective well-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality of these relations over time to advance theory, research, and practice. In the present study, we aimed to contribute to this line of research by investigating bidirectional relations between achievement goals and multifaceted SWB (positive affect, negative affect, job satisfaction, life satisfaction) in 489 German university instructors across a semester (3 months) during the COVID-19 pandemic. Latent cross-lagged panel analysis revealed that instructors’ positive affect and job satisfaction at the semester start positively predicted changes in their mastery approach goals and performance approach goals, and negatively predicted changes in their work avoidance goals. Moreover, a positive reciprocal loop was observed between job satisfaction and performance approach goals. Our findings emphasize the necessity of considering instructors’ achievement goals not only as causes but also as consequences of their well-being when designing future studies and support measures.

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Section: Tablesupporting

confidence: 85%

Section: Discussionmentioning

confidence: 74%

Section: Limitations and Future Research Directionsmentioning

confidence: 95%

See 1 more Smart Citation

How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.

Rinas¹,

Kiltz²,

Dresel³

et al. 2023

Journal of Educational Psychology

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“…The discovery that task goals particularly matter (when compared to learning goals) for learning engagement and learning gains requires a closer look into the relevance of mastery goals. Our findings imply that task and learning goals might indeed differ in how they matter for students' learning [22,[38][39][40][41][42], and provide additional evidence that learning goals may not be facilitative in all contexts [54]. At least within clearly defined learning contexts, such as our online course, it might be the case that task goals are superior to learning goals in terms of the learning processes that they instill, as learning goals could distract learners from covering the full breadth of content to be learned.…”

Section: Discussionmentioning

confidence: 72%

“…First, beyond research in the online learning context, mastery goals have typically been considered on a superordinate level in that they are not further distinguished into task and learning goals. Studies across different populations suggest different patterns of learning processes depending on whether individuals are focused on task or learning standards [22,[38][39][40][41][42]. However, it is not yet clear how task goals and learning goals might specifically operate for such learning processes.…”

Section: Achievement Goals and Learning In Online Coursesmentioning

confidence: 99%

Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

Daumiller¹,

Rinas²,

Dresel³

2022

Preprint

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Online courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. With the present research, we strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal approach, we distinguish between two types of mastery goals (task and learning goals) as well as performance approach and performance avoidance goals. We constructed an online course including 182 undergraduate students and assessed their goals and prior knowledge before, and their knowledge gains after learning with the course. Through learning analytics, we measured learning engagement based on 9 indicators concerning usage, time, and clicks regarding the different course elements. Structural equation modelling showed that task goals were particularly beneficial for learning engagement, and in turn, learning gains. This paints a more nuanced picture of how mastery goals matter and illuminates how students’ goals form a relevant premise for successful online learning.

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Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts?

2023

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Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other contexts. The present study is the first to examine indications of dimensional comparisons between faculty members’ research and teaching achievements. For this purpose, we extended the reciprocal I/E model, which describes the relations between mathematical and verbal achievements and self-concepts over time, to the domains of research and teaching. We examined our generalized reciprocal I/E model in a sample of 681 faculty members from German universities by considering their research and teaching achievements and self-concepts at four measurement points over two years. Results of cross-lagged analyses indicated positive dimensional comparison effects: The participating faculty members reported higher (lower) research and teaching self-concepts after high (low) achievement not only in the same domain, but also in the other domain. This core finding has important implications for our knowledge of the impact of dimensional comparisons in the formation of domain-specific self-concepts, as well as for the debate about the research–teaching nexus, as it suggests a strong link between research and teaching in terms of self-assessments.

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Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Cited by 8 publications

References 106 publications

How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.

How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.

Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts?

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