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Exploring University Instructors' Achievement Goals and Discrete Emotions
Raven Rinas1, Markus Dresel1, Julia Hein2
1Department of Psychology, University of Augsburg, Augsburg, Germany.
University instructors' achievement goals significantly influence their emotions. Learning approach goals foster enjoyment, while performance avoidance goals are linked to anxiety and shame, impacting instructor well-being.
Area of Science:
- Educational Psychology
- Occupational Health Psychology
Background:
- University instructors experience high job demands and well-being challenges.
- Discrete emotions are linked to teaching practices and professional experiences.
- Achievement goals influence motivation and may shape emotional responses to stressors.
Purpose of the Study:
- To investigate the associations between university instructors' achievement goals and their discrete emotions.
- To explore whether achievement goals moderate the relationship between job demands and emotional experiences.
Main Methods:
- A survey was administered to 439 university instructors in Germany and Austria.
- Participants completed measures of achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, boredom), and job demands.
- Multiple regression analyses were used to examine the relationships.
Main Results:
- Achievement goals were significantly associated with discrete emotions.
- Learning approach goals related to more enjoyment and less anger/boredom.
- Performance avoidance goals related to more anxiety and shame; relational and work avoidance goals linked to negative emotions.
Conclusions:
- Achievement goals differentially predict university instructors' emotional experiences.
- No significant moderation effects of achievement goals on the job demands-emotion relationship were found.
- Achievement goals may play a supportive role in instructors' emotional well-being.
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