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

Abstract

Previous 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.

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

“…Achievement goals for university instructors’ teaching were measured using a scale developed by Daumiller et al (2019), which has been validated in English and German (Daumiller, Janke, Rinas, et al, 2021). Following the item stem “In my current teaching activities…” participants rated four statements for each of the six goal types measured.…”

Faculty subjective well-being: An achievement goal approach

“…Achievement goals constitute cognitive representations of end states that individuals are committed to approach or avoid (Hulleman et al, 2010). This framework has been used to investigate the motivational underpinnings of important outcomes in students (Daniels et al, 2008;Daniels et al, 2014;Lüftenegger et al, 2016;Pekrun et al, 2006, school teachers (Butler, 2007;Butler & Shibaz, 2008;Wang et al, 2017), and more recently, also higher education faculty (see special issue of Daumiller et al, 2021). Within achievement goal theory, two fundamental types of achievement goals were initially emphasized-mastery and performance goals (Dweck, 1986;Nicholls, 1984)-which were later revised to include an approach valence oriented towards attaining success or a desirable state, and an avoidance valence oriented towards avoiding failure or an aversive state (see Elliot, 1999;Elliot & Harackiewicz, 1996).…”

Temporal Ordering of Achievement Goals and Subjective Well-being in Faculty

“…Achievement goals for teaching were measured using a scale developed by Daumiller et al (2019), which has been validated in English and German (Daumiller et al, 2021). Following the item stem "In my current teaching activities ..." four questions were asked for each of the six goal types measured.…”