Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions

Mastery‐approach and performance‐approach goals predict distinct outcomes during personal academic goal pursuit

“…First, it was a correlational study, and as such, we cannot draw causal conclusions from our data. Specifically, achievement goals are amenable to change and can vary based on temporal and contextual factors (Daumiller et al., 2023). Thus, they can be influenced by prior experiences of goal progress, effort, and well‐being, not merely influenced by them.…”

“…but in a competitive classroom context, they will endorse performance-approach goals. Daumiller et al (2023) contend that changes in both trait and state achievement goals manifest variations in two dimensions: the contextual and the temporal. Across various contexts, students may adopt distinct goals, but these can evolve over time.…”

“…To investigate stability and changes in achievement goals, Daumiller et al. (2023) employed an ambulatory self‐report methodology. This approach enabled them to partition the variance in achievement goal measurements over repeated assessments into sources arising between individuals and those arising within individuals.…”

Teachers’ achievement goals and teaching practices: A standardized lesson diary approach

“…Aligning with common theorizing on the different types of achievement goals, the following goals are typically distinguished in teachers (Butler, 2007): learning goals (teachers' aim to develop own competencies, knowledge, and skills), performance approach goals (teachers' aim to demonstrate superior performance relative to others), performance avoidance goals (teachers' aim to avoid demonstrating inferior performance relative to others), and work avoidance goals (teachers' aim to get through the day with little effort). Teachers differ in the extent to which they pursue these different goals, with goal pursuit having been found to be partially stable as well as variable across time (see Daumiller et al, 2023;. 1 These different orientations towards these goals shape perceptions and interpretations of achievement situations and possibilities for action-affecting teachers' learning, experiences, and behaviors.…”

How Do Teachers’ Motivation and Emotion Influence Their Instructional Behaviour? A Synthesis of Theoretical Approaches and Empirical Findings

“…Research on teacher motivation and emotion has also picked up this 'situative turn' and thus has increasingly discussed in recent years how teachers' motivations and emotions are influenced by specific (teaching) situations, which includes in particular potential dependencies on specific teaching tasks and individual students (Gill, 2021). Empirically, research has mostly focused on the situated nature of teachers' motivations and emotions and shown, depending on the specific construct, a more or less considerable situational variability over time (Daumiller, Janke, et al, 2023;Tam et al, 2020), although little is known about how situational characteristics affect teachers' motivations and emotions and how, in turn, they affect teachers' teaching behaviours. On an exploratory level, a case study of one English as a foreign language teacher at a Japanese technology college (Sampson, 2016) who used introspective research journal data to understand the fluctuations in his teacher motivation over an academic year suggests that the teacher's motivation varied across situations depending on the interactions with the students and experiences in the classroom.…”