Faculty subjective well-being: An achievement goal approach

Rinas, Raven; Dresel, Markus; Daumiller, Martin

doi:10.1016/j.ijer.2022.101942

Cited by 4 publications

(7 citation statements)

References 92 publications

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“…Wang et al, 2017). However, other studies have also found associations with negative emotions such as shame, boredom, and anxiety (Rinas et al, 2020(Rinas et al, , 2022. This mix of findings may be explained by potential bidirectional effects.…”

Section: Relational Goalsmentioning

confidence: 96%

“…Elliot & McGregor, 2001), such as the domain of teaching. The relevance of university instructors' achievement goals for their SWB has consistently been documented in recent research, with studies having established links with teaching-related emotions, positive affect, job satisfaction, life satisfaction, as well as engagement and exhaustion-even after accounting for personal and demographic factors Daumiller et al, 2019;Rinas et al, 2020Rinas et al, , 2022.…”

mentioning

confidence: 89%

“…Mastery approach goals have also been found to exhibit protective effects: longitudinal studies have found higher levels of mastery approach goals to predict lower anxiety (6 months later; H. Wang et al, 2017), and lower emotional exhaustion 3 months later (Tönjes & Dickhäuser, 2009). With respect to further differentiating mastery approach goals, both task approach and learning approach goals have been found to be positively linked with SWB, with some indications that task approach goals may be more relevant for university instructors, particularly regarding emotional experiences (e.g., Daumiller et al, 2019;Rinas et al, 2022). "… it is important to me to achieve a personal connection with students.…”

Section: Mastery Approach Goalsmentioning

confidence: 99%

“…Wang et al, 2017), and lower emotional exhaustion 3 months later (Tönjes & Dickhäuser, 2009). With respect to further differentiating mastery approach goals, both task approach and learning approach goals have been found to be positively linked with SWB, with some indications that task approach goals may be more relevant for university instructors, particularly regarding emotional experiences (e.g., Daumiller et al, 2019; Rinas et al, 2022).…”

Section: Subjective Well-beingmentioning

confidence: 99%

“…Also considering the reverse direction: Instructors who feel good in terms of their own well-being may be more likely to have the psychological resources needed to foster and nurture such relationships. Although little researched, first studies have found this goal type to be positively linked with positive affect, joy, and personal accomplishment in teaching populations (e.g., Daumiller et al, 2019; Rinas et al, 2022; H. Wang et al, 2017).…”

Section: Subjective Well-beingmentioning

confidence: 99%

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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: Relational Goalsmentioning

confidence: 96%

mentioning

confidence: 89%

Section: Mastery Approach Goalsmentioning

confidence: 99%

Section: Subjective Well-beingmentioning

confidence: 99%

Section: Subjective Well-beingmentioning

confidence: 99%

See 3 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

Self Cite

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

Daumiller

Janke

Rinas

et al. 2023

Contemporary Educational Psychology

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Teachers’ Emotions: Validation of the Teacher Emotions Scales in Albanian

Musliu

Frenzel

2023

Education Research International

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The topic of teacher emotions has gained increasing research attention over the past years. Initial predominantly qualitative inquiry methods have been complemented by quantitative ones, and different instruments to measure teacher emotions have been developed. These instruments mainly stem from Western, educated, industrialized, rich, and democratic (WEIRD) countries, and yet it is still unknown if these instruments are of universal cultural functionality. The current study aimed to validate the Teacher Emotions Scale (TES) in the low-to-middle income, Southeastern European country of Kosovo. Findings from N = 258 teachers in Kosovo provide evidence that TES-Albanian operates equivalently in terms of factor structure as the original German version of TES and the English version. Supporting the external validity of the scale, we found consistent low-to-medium relationships between the three emotions measured with the TES (enjoyment, anger, and anxiety) with other teachers’ experiential and behavioral constructs such as positive and negative affect, job satisfaction, burnout, self-efficacy, and the teacher–student relationship. Overall, we conclude that TES can effectively be translated into different languages to measure teacher emotions also in non-WEIRD cultural contexts.

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Faculty subjective well-being: An achievement goal approach

Cited by 4 publications

References 92 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.

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

Teachers’ Emotions: Validation of the Teacher Emotions Scales in Albanian

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