Teaching and research: Specificity and congruence of university faculty achievement goals

Daumiller, Martin; Dresel, Markus

doi:10.1016/j.ijer.2019.08.002

Cited by 38 publications

(24 citation statements)

References 70 publications

(112 reference statements)

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“…As mentioned by Hagenauer and Volet (2014b) , teachers who primarily self-identify with their researcher role may hold different perceptions and values compared to those who identify more as a lecturer or supervisor. Indeed, empirical research documented that role conflicts between teaching and research and academics’ attitudes regarding the interrelatedness of these domains is tied to aspects of their well-being ( Daumiller and Dresel, 2018 , 2020 ). Extending this logic implies that not only switching between teaching and research roles, but also switching between different teacher roles (lecturer and supervisor) might be conflicting.…”

Section: Discussionmentioning

confidence: 99%

“…Both students and teachers mentioned numerous responsibilities and demands that created stress, but also that different aspects that may be considered as personal resources, such as resilience growth or maintaining work-life balance, seemed to help. Second, numerous passages in our interview data reflected the usefulness of Achievement Goal Theory as a lens for investigating well-being, which characterizes motivation as “more or less strong strivings toward task mastery and competence development or toward superiority and competence demonstration” ( Daumiller and Dresel, 2020 , p.1). Specifically, in describing their well-being experiences, students and teachers seemed to reflect different goal orientations, such as learning goals (being focused on gaining knowledge and competencies), relational goals (being focused on fostering close and caring relationships), appearance avoidance goals (being concerned with appearing incompetent to others), and work avoidance goals (being focused on getting by with little effort).…”

Section: Discussionmentioning

confidence: 99%

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‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

et al. 2020

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A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university students, and other studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in several empirical studies. Additionally, when researching well-being in academia, the conceptualizations tend to differ from studyto-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students' and teachers' perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students' and teachers' well-being became apparent, including several factors such as the student-teacher relationship that in turn, contributed to both population's well-being. The present findings lend evidence toward a more coherent conceptualization of wellbeing and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

et al. 2020

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“…The structure and usefulness of the above-mentioned achievement goals, as well as their relevance for explaining individual differences in achievement-related experiences and behaviors, has been confirmed in the population of higher education teachers (e.g., Daumiller, Bieg et al, 2020;Daumiller et al, 2019;Daumiller & Dresel 2020a;Daumiller & Dresel, 2020b;Hein et al, 2019;Janke et al, 2019;Rinas et al, 2020). This line of faculty motivation research has largely relied on the overview model developed by Daumiller et al (2019), which has been found to be suitable for characterizing higher education teachers' achievement goals.…”

Section: An Achievement Goal Approach To Higher Education Teachers' Mmentioning

confidence: 96%

Faculty Subjective Well-being: An Achievement Goal Approach

Rinas¹,

Dresel²,

Daumiller³

2020

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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.

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“…Within this, established goal classes from prior frameworks and research were integrated into a comprehensive model suitable for characterizing the full scope of university instructors’ achievement goals (see Daumiller et al, 2019b , for details). Based on this model and the respective scale, a series of studies have been conducted and have proven their suitability for assessing university instructors’ achievement goals as well as their relevance for explaining differences in their experiences and behaviors (e.g., Daumiller et al, 2019a , 2020b ; Hein et al, 2019 ; Janke et al, 2019b ; Daumiller and Dresel, 2020a , b ). We therefore also adopted this achievement goal model in the present study given prior empirical evidence and its theoretical fittingness.…”

Section: Introductionmentioning

confidence: 99%

Exploring University Instructors’ Achievement Goals and Discrete Emotions

et al. 2020

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Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievementrelated thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors' emotional experiences and well-being are discussed.

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Teaching and research: Specificity and congruence of university faculty achievement goals

Cited by 38 publications

References 70 publications

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

Faculty Subjective Well-being: An Achievement Goal Approach

Exploring University Instructors’ Achievement Goals and Discrete Emotions

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