Lecturers’ achievement goals as predictors for the processing and use of student feedback

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

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URL: https://madoc.bib.uni-mannheim.de/52757
Additional URL: https://earli.org/sites/default/files/2019-09/BOA-...
URN: urn:nbn:de:bsz:180-madoc-527579
Document Type: Conference or workshop publication
Year of publication: 2019
Book title: EARLI 2019 : Book of abstracts
Page range: 152
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): Mixed-method research , researcher education , educational psychology , goal orientation , motivation , self-regulation , learning approaches , workplace learning , informal learning , motivation and emotion , motivational, social and affective Processes
Abstract: Given that the academic success of students is dependent upon their lecturers’ didactical competencies and expert knowledge, it is important to know which factors facilitate and improve professional learning and, thereby, the competence and knowledge gains of instructors. Receiving students’ feedback on the teaching quality is an important informal learning opportunity for the academic staff. However, previous research has shown that merely receiving results of teaching evaluations will not lead to improvement of the teaching quality. Teaching evaluations can contribute to the quality of teaching only if it is processed by the lecturers and used for improvement of teaching. According to models of self-regulated learning and achievement goal theory, motivational goals can be assumed to influence self-regulated learning behavior. Therefore, we investigate achievement goals as predictors of the processing and use of student feedback. According to previous research, learning goals (the pursuit to enhance one’s competencies) especially should predict the usage of learning opportunities. We propose that learning goals are positively associated with quantitative learning behavior (the time spent processing their teaching evaluation feedback, intent to act on it, and the number of concrete intentions) because learning goals enhance deeper learning. Performance goals are assumed to influence lecturers’ comparison behavior. In a selection paradigm we will investigate, how achievement goals influence lecturers’ behavior in the feedback situation. Therefore, we will conduct a multi-method longitudinal study and question around 200 lecturers. First results of this study will be discussed.

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