Poster #56 - Temporal Variability and Domain Specificity of University Instructors' Achievement Goals and Associations With Affective Experiences

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-8 - Role of Teachers, Learning Environments, Parents, and Peers in Motivational Processes

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.

Authors

• Martin Daumiller, University of Augsburg

• Stefan Janke, University of Mannheim

• Julia Hein

• Oliver Dickhäuser, University of Mannheim

• Markus Dresel, Augsburg University