Temporal variability and domain specificity of university instructors’ achievement goals and associations with affective experiences

DOI:	https://doi.org/10.31234/osf.io/p4nhu
URL:	https://psyarxiv.com/p4nhu/
Dokumenttyp:	Arbeitspapier
Erscheinungsjahr:	2019
Ort der Veröffentlichung:	Mannheim ; Augsburg
Sprache der Veröffentlichung:	Englisch
Einrichtung:	Fakultät für Sozialwissenschaften > Pädagogische Psychologie (Dickhäuser 2008-)
Fachgebiet:	150 Psychologie
Abstract:	Previous research demonstrated that achievement goals for teaching matter for student learning and instructors’ experiences, and that these goals have stable and variable components. To separate temporal variability and domain specificity of goals and to investigate their effects on affective experiences, we adopted a session-specific approach. Altogether 85 university instructors participated with 170 courses and 760 consecutive sessions. Before each session, instructors reported their current achievement goals, and after the session, their experienced emotions, self-threat, and satisfaction. Multilevel analyses indicated moderate stable-global (ICC = .40–.73), small variable-global (ICC = .05–.15) and stable-specific fractions (ICC = .01–.08), and substantial remaining session-to-session variation (ICC = .16–.47). Here, current goals influenced instructors’ experiences during the session which in turn affected the goals adopted for the next session.

Dieser Eintrag ist Teil der Universitätsbibliographie.

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

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

ORCID: Daumiller, Martin, Janke, Stefan

, Rinas, Raven, Hein, Julia

, Dickhäuser, Oliver

and Dresel, Markus

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