Academics' Motivations in Professional Training Courses: Effects on Learning Engagement and Learning Gains

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

Professional training opportunities are crucial for academics in improving competencies and educational practices. Within these opportunities, academics differ in learning engagement and learning gains. A theoretical explanation for these differences involves their motivations in the form of achievement goals. Accordingly, we investigated academics’ achievement goals, learning engagement, and learning gains in professional training courses. Forty-eight academics completed assessments of goals before course participation, learning engagement throughout, and learning gains afterwards. Latent growth curve modeling revealed an influence of goals on overall learning engagement levels. Specifically, learning approach goals promoted functional engagement while the opposite was found for work avoidance goals. Moreover, goals affected learning gains mediated by engagement. This emphasizes the importance of academics’ achievement goals in supporting quality learning.

Authors

• Martin Daumiller, University of Augsburg

• Raven Rinas, University of Augsburg

• Daria Olden, University of Washington

• Markus Dresel, Augsburg University