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


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



DOI: https://doi.org/10.31234/osf.io/p4nhu
URL: https://psyarxiv.com/p4nhu/
Document Type: Working paper
Year of publication: 2019
Place of publication: Mannheim ; Augsburg
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser)
Subject: 150 Psychology
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.




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Daumiller, Martin ; Janke, Stefan ORCID: 0000-0003-1799-8850 ; Rinas, Raven ; Hein, Julia ORCID: 0000-0002-6931-6447 ; Dickhäuser, Oliver ORCID: 0000-0002-3126-8398 ; Dresel, Markus (2019) Temporal variability and domain specificity of university instructors’ achievement goals and associations with affective experiences. Mannheim ; Augsburg [Working paper]


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