Association of self-efficacy and achievement goals in university lecturers teaching

Hein, Julia ; Janke, Stefan ; Daumiller, Martin ; Dresel, Markus ; Dickhäuser, Oliver

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Additional URL:
URN: urn:nbn:de:bsz:180-madoc-527564
Document Type: Conference or workshop publication
Year of publication: 2019
Book title: EARLI 2019 : Book of abstracts
Page range: 268
Conference title: 18th Biennial EARLI Conference 2019 : Thinking Tomorrows Education: Learning from the past, in the present, and for the future
Location of the conference venue: Aachen, Germany
Date of the conference: 12.-16.08.2019
Place of publication: Aachen
Publishing house: RWTH
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser 2008-)
License: CC BY 4.0 Creative Commons Attribution 4.0 International (CC BY 4.0)
Subject: 150 Psychology
Keywords (English): achievement goals , self-efficacy , university lecturers , quantitative method
Abstract: According to the hierarchical model of approach and avoidance achievement motivation, self-efficacy is a predictor of achievement goals. We investigated whether the associations can be found in university lecturers’ professional goal pursuit as well. We try to fill a research gap in the effects of self-efficacy on situation-specific achievement goals. Considering construal-level theory, differences in level of construal should go along with differences in the strength of associations. In general, the predictive utility of dependent variables is maximized, if dependent and independent variables are operationalized at the same level. Therefore, we propose situation-specific self-efficacy as better predictor for situation-specific achievement goals than more global self-efficacy measures, because the assessment of situation-specific self-efficacy considers the task-specificity. We investigated this hypothesis for lecturers’ in a micro-longitudinal study in the teaching domain. Therefore, we questioned a sample of 85 German university lecturers in the first five weeks of a semester before teaching their class about their specific goals in this class as well as their self-efficacy in this situation resulting in 390 measurement occasions. In a baseline questionnaire one week before the start of the semester, we asked them about their context-specific self-efficacy on a trait level (self-efficacy in teaching). Applying a multilevel structural equation model, we found positive effects of situation-specific self-efficacy on situation-specific achievement approach goals between participants even controlled for their context-specific self-efficacy, but no within effects of situation-specific self-efficacy. These findings demonstrate the impact of situation-specific self-efficacy on situation-specific achievement goals and close the mentioned gap.

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