scholarly journals Need Satisfaction and Achievement Goals for Teaching of Universi-ty Faculty: An International Study of Their Interplay and Relevance for Positive Affect, Teaching Quality, and Professional Learning

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
International Study ◽  
Teaching Quality ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
University Faculty ◽  
Faculty Motivation ◽  
Faculty Experiences

Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1,410 university faculty members from German, In-dian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learn-ing. Results attested measurement invariance of basic need and achievement goal scales regard-ing language, higher education context, and institution type. We found small differences in mo-tivations between the three higher education contexts and negligible differences between institu-tion types. Task, learning, and relational goals were positively, and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome varia-bles. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

scholarly journals Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
International Study ◽  
Teaching Quality ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
University Faculty ◽  
Faculty Motivation ◽  
Faculty Experiences ◽  
Theoretical Understanding

AbstractPrevious research has successfully used basic psychological need satisfaction and achievement goal approaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1410 university faculty members from German, Indian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learning. Results demonstrated measurement invariance of basic need and achievement goal scales regarding language, higher education context, and institution type. We found small differences in motivations between the three higher education contexts and negligible differences between institution types. Task, learning, and relational goals were positively and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome variables. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

Motivational Profiles and Achievement Goal Dominance in Physical Education

2014 ◽  
Vol 17 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
José-Antonio Cecchini-Estrada ◽  
Javier Fernández-Río
Keyword(s):  
Cluster Analysis ◽  
Physical Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
Autonomous Motivation ◽  
Achievement Goal ◽  
Mastery Goals ◽  
Controlled Motivation ◽  
Wilks Lambda ◽  
Motivational Profiles

AbstractThe main goal was to compare idiographic profiles of achievement goal dominance (AGD) and motivational profiles based on 2x2 achievement goals to improve our understanding of how the four achievement goals work in conjunction with one another, and to discern which profiles are most adaptive in the Physical Education context. A total of 351 students (203 males; 148 females) (M = 14.26 ± 1.37 years) from 3 different secondary schools agreed to participate. 86.6% (N = 303) showed AGD, mostly mastery-approach dominance (62.9%).We examined the four AGD groups’ idiographic profiles and how they relate to certain positive (autonomous motivation and positive affect) and negative variables (controlled motivation and amotivation). The results supported the hypotheses of AGD theory (MANOVA one-way, Wilks’ lambda = .609, F(24, 298) = 7.96, p < .001, η2 = .15). Subsequently, k-means cluster analysis was performed, yielding 4 distinct achievement goal profiles. The most adaptive was named “mastery goals”, while “high achievement goals” were the second most adaptive. AGD participants’distribution across the different motivational clusters was also ascertained (MANOVA one-way, Wilks’ lambda = .678, F(12, 910) = 12.01, p < .001, η2 = .12).

scholarly journals Higher Education Teachers’ Subjective Well-being: An Achievement Goal Approach

2020 ◽  
Author(s):  
Raven Rinas ◽  
Markus Dresel ◽  
Martin Daumiller
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Positive Emotions ◽  
Education Institution ◽  
Well Being ◽  
Achievement Goal ◽  
Subjective Well Being ◽  
Theoretical Frameworks ◽  
Comprehensive Overview ◽  
Approach Goals

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.

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

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Benjamin Kücherer ◽  
Markus Dresel ◽  
Martin Daumiller
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Professional Training ◽  
Teaching Quality ◽  
Learning Engagement ◽  
Interindividual Differences ◽  
Content Type ◽  
Education Professional ◽  
University Instructors ◽  
Training Courses

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.

scholarly journals University Instructors’ Achievement Goals for Teaching

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Positive Affect ◽  
Achievement Goals ◽  
Teaching Quality ◽  
Equation Modeling ◽  
Performance Goals ◽  
Goal Structure ◽  
Staff Members ◽  
University Instructors ◽  
And Performance ◽  
Avoidance Goals

Achievement goals of university instructors for teaching were examined. We investigated the structure of these goals, the stability of this structure across different groups of instructors, and the relations of these goals to teaching-related outcomes. Achievement goals, positive affect, attitudes toward help, and self-reported teaching quality were assessed in a sample of 1,066 German university instructors from three different status groups (221 full professors, 370 postdoc staff members, 427 staff members without a PhD). The results confirmed that the well-established mastery, performance approach, and performance avoidance goals are likewise valid for university instructors, and that an appearance and a normative component of performance goals can be distinguished. Learning avoidance goals could be distinguished from learning approach goals and task goals could be separated from learning and performance goals. Also, work avoidance and relational goals were distinct from all previous goals. A model representing all differentiations adequately fitted the data. The goal structure was found to be completely invariant across different status groups of instructors—however, groups differed by mean levels of goals. Structural equation modeling pointed to the relevance of the goals: Theoretically sensible relationships with positive affect, attitudes toward help, and teaching quality affirmed the predictive validity of each goal class. Again, these relations were identical for all groups of instructors, highlighting the importance of the addressed goals independent of instructor status. Taken together, this sheds light on the structure of university instructors’ achievement goals, and emphasizes the importance of this concept for analyzing instruction and learning in higher education.

scholarly journals Relationship between Achievement Goals and Attention of University Instructors in Professional Training Courses

2020 ◽  
Author(s):  
Benjamin Kücherer ◽  
Markus Dresel ◽  
Martin Daumiller
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Professional Training ◽  
Teaching Quality ◽  
Learning Goals ◽  
Fundamental Aspect ◽  
Learning Engagement ◽  
Interindividual Differences ◽  
University Instructors ◽  
Training Courses

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.

Nonconscious Activation of Achievement Goals

2009 ◽  
Vol 68 (4) ◽  
pp. 193-200 ◽  
Author(s):  
Stefan Engeser
Keyword(s):  
Achievement Goals ◽  
Priming Effect ◽  
Achievement Goal ◽  
Word Class ◽  
Achievement Motive ◽  
Goal Priming ◽  
Series Of Experiments ◽  
Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

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