Martin Daumiller

Ludwig-Maximilians-Universität in Munich | LMU · Department of Psychology

Achievement goals of university instructors for teaching were examined. We investigated the structure of these goals, the stability of this structure across different groups of instructors, and the relations of these goals to teaching-related outcomes. Achievement goals, positive affect, attitudes toward help, and self-reported teaching quality wer...

Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated lear...

Background: Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Aims: We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect o...

Academic dishonesty is a pervasive problem undermining the effectiveness of educational institutions. From a motivational perspective, researchers have proposed achievement goals as antecedents of academic dishonesty. Empirical findings corroborate the notion that mastery goals (focus on learning and competence development) are negatively linked to...

To elucidate how teachers' goals matter for instructional practices and classroom goal structures, we conducted a study with 84 secondary school teachers and their 1447 students. Students reported classroom goal structures and specific mastery- and performance-oriented instructional practices. Teachers reported personal achievement goals and studen...

Computer-supported peer feedback offers great potential to enhance students' learning. Yet, students sometimes do not use computer-supported peer feedback opportunities, which partially can be the result of low technology acceptance. The UTAUT-model specifies performance expectancy, effort expectancy, and facilitating conditions as decisive factors...

Addressing a pervasive problem in educational institutions, investigations into academic dishonesty by students have produced a vast body of empirical research, mostly based on self-report measures. However, the literature repeatedly points to inconsistencies in assessment methods and unclear measurement quality. We conducted a preregistered system...

Goals that students pursue at school determine students’ engagement and academic success. Achievement goals are categorized as mastery and performance goals, further divided by valence (approach, avoidance) and facets (mastery: task, learning; performance: normative, appearance). Empirical studies on this structure, particularly among secondary sch...

Achievement goals are associated with varied students’ outcomes, such as academic achievement and well-being. Exploring factors shaping adolescents’ achievement goals, such as perceptions of significant others’ goals, may benefit efforts to advance positive student outcomes. Prior research focuses on perceived teacher goals and considerably less on...

This study explores the complex dynamics of achievement goal pursuit within the context of teacher professional learning by investigating reasons underlying goals, specifically “wanting to” and “needing to”. Through half-structured interviews, we asked a broad sample of 24 German school teachers about their personal goals for professional learning...

Background: The prevailing interest in peer-feedback practices in higher education is ground-ed in their potential to foster students’ learning, understanding, and performance while reduc-ing instructor workload. This potential depends on students’ motivation to provide high-quality peer-feedback. Within this, students’ expectancies for and the val...

Background: Achievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviors remain unclear. This study disentangles teacher goals on three levels (personal goals, student-oriented goals, intended classroom go...

Background. Teachers’ goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviors remain unclear.Aims. This study investigates how goals directed at students and the classroom are associated with visual information processin...

Both achievement goals and achievement emotions have empirically been found to be important within educational contexts. This meta-analysis examined the interrelations among six achievement goals and fifteen achievement emotions and various moderators by analyzing 2,644 effect sizes from 355 studies with 155,208 participants. The findings revealed...

Teachers differ in the extent to which they support their students’ basic psychological needs. To better understand these differences, we investigated how mindsets and motivation to teach English relate to their need-supportive teaching practices. Data was gathered from 348 EFL instructors (261 female, 87 male; M age = 38.47, SD = 9.22) working at...

Teacher motivation plays a key role for realizing a high instructional quality. However, thereis a clear need for more detailed research on the underlying mechanisms that link teachermotivation to high-quality instruction. In our systematic literature review, we synthesizeexisting empirical work examining the psychological processes mediating the r...

In achievement contexts like end-of-semester exam preparation, students experience a variety of positive and negative achievement emotions, and their regulation is crucial. Despite its relevance, the interplay between, and dynamics of, emotions and their regulation is still little understood, particularly as prior research primarily relied on betwe...

Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and...

The integration of sustainability and environmental conservation into school curricula has be-come increasingly important. Teachers are viewed as key actors in this process, often referred to as “change agents”. Many are not specifically prepared for Education for Sustainable Devel-opment (ESD), and there is considerable variation in how explicitly...

Background Errors can provide informative feedback and exhibit a high potential for learning gains. Affective‐motivational and action‐related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' e...

Background: University teachers’ well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different cop...

• We investigated higher education tutor feedback processes in a field study. • Results confirm that motivation is intertwined with feedback perception and use. • Self-efficacy mattered for students' emotions and perceived usefulness of feedback. • Learning and work avoidance goals mattered for perceived usefulness of feedback. • Perceived usef...

Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the curr...

Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need satisfaction, and emotions. However, these factors have predominantly been examined in isolation, and limited research has investigated their role in the context of higher...

The importance of students’ goal pursuit is well documented, yet little is known about how motivations of significant peers relate to students' individual goals. Accordingly, we investigated relationships between student’s perceptions of peers' goals, peers' reported goals, and individual achievement goals of 472 Israeli high-school students in 26...

Anxiety levels are said to be at all-time highs among students in high schools and universities. Because of such previous findings, we set out to study anxiety in learning situations in eight German university lectures and one German high school. Unexpectedly, we barely found any anxiety-provoking learning situations, and even fewer students endors...

Adolescents’ achievement goals and identity formation styles have common theoretical assumptions and practical implications centered around promoting adaptive student learning processes (Kaplan & Flum, 2010). These include: informative identity (i.e., learning about self by gathering information), sharing characteristics with mastery goals by focus...

Hand raising is a key student behavior in everyday teacher–student interactions. Using a longitudinal research design, we explored the stability of hand raising and its directional relations with student learner characteristics over time. We observed students’ hand-raising behavior using video-recordings of 376 German high school students taken in...

We investigated the role of 'seriousness' - the moral weight of dishonest acts – as a relevant underlying dimension which can influence associations with key predictors Honesty-Humility and descriptive social norms in higher education. Specifically, we aimed to demonstrate that Honesty-Humility has a stronger negative association with behaviors per...

Digital technology is considered to have great potential to promote learning in higher education, especially when instructors stimulate high-quality learning activities such as constructive and in-teractive learning activities instead of active and passive learning activities in line with the Inter-active, Constructive, Active, Passive (ICAP) frame...

In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k...

In achievement contexts like end-of-semester exam preparation, students experience a variety of positive and negative achievement emotions, and their regulation is crucial. Despite its rele-vance, the interplay between, and dynamics of, emotions and their regulation is still little under-stood, particularly as prior research primarily relied on bet...

Background: Instructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. However, the influence of motivational factors on how students perceive feedback and incorporate it into their learning process is still little understood. Achievement goals, serving as representations of what students strive...

A workplace that emphasizes personal learning and task mastery fosters employee development and performance. However, it is yet unclear which specific factors support such a learning goal-oriented workplace. Based on research in the educational domain, we investigated the reciprocal effects of dispositional learning goal orientation, supervisor's a...

Achievement goals matter for important student outcomes, including their well-being, collaboration with peers and academic achievement. Theory and research also indicate that achievement goals are related to students’ social context. Considering that interaction with peers is a key part of the everyday school context, peer relationships should also...

The significance of fostering trust between students and teachers has garnered increasing attention in educational discussions. However, practitioners and researchers hold different understandings of this research topic that often neglect the viewpoints of both students and teachers. To bridge this gap, we conducted a qualitative study to explore t...

Addressing a pervasive problem in educational institutions, investigation into academic dishonesty by students has produced a vast body of empirical research, mostly based on self-report measures. However, the literature repeatedly points to inconsistencies in assessment methods and unclear measurement quality. We conducted a preregistered systemat...

The achievement goal approach is a particularly prominent approach to study differences in motivation. Rooted in the works developed by seminal achievement goal theorists in the 1980s, a wealth of knowledge has been gained about the characteristics, antecedents, and consequences of goal pursuit. Beyond this, achievement goal research is continuousl...

Academic dishonesty threatens the integrity of performance assessment, making it crucial to understand the various types and predictors of such behavior. Among these, second-party cheating, which refers to aiding and abetting cheating behaviors, is similarly prevalent as individualistic cheating, yet has received limited research attention. We foll...

Schulen sollen Lernenden sogenannte 21st century skills vermitteln. In der Pädagogik ist hierbei vor allem das Modell der 4K (Kommunikation, Kollaboration, kritisches Denken und Kreativität) populär. Aus psychologischer Sicht ist aus mehrfacher Hinsicht fraglich, inwieweit es sich bei diesen skills um Merkmale handelt, die durch die Institution sin...

Research indicates that university instructors struggle with compromised subjective well-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality...

COVID-19 has challenged societies and our educational systems in particular, with dramatic changes to established practices and imposing new challenges. As a consequence, vast differences emerged in how individual students, teachers, and parents, different schools, and different educational systems managed to cope with this unprecedented crisis. As...

Teacher motivation and emotion are central prerequisites for the instructional process, as well as for students’ motivational, socio-emotional, and cognitive development. Research findings indicate that teacher motivational and affective characteristics are linked to teaching behaviours, and through these links relate to student educational outcome...

This study aimed to investigate how individual experiences and contextual aspects at the school and country level are associated with teacher intercultural self-efficacy. We drew on the Teaching and Learning International Survey 2018 (TALIS) data from 91,768 teachers, 11,523 schools, and 46 countries, as well as MIPEX (Migrant Integration Policy In...

Research on teacher goals has primarily followed a variable-centered approach, although person-centered approaches have inspired achievement goal research in other domains. The multiple goal perspective posits that individuals pursue different combinations of goals—goal profiles—that might be differentially adaptive or maladaptive. We investigate h...

Promoting students’ motivation to learn and supporting learning-friendly attributions is an important task for teachers. While doing so is possible in the classroom every day, there are also special situations with particular formats, such as student–teacher-conferences, which can be well-suited to supporting students’ motivation to learn. German s...

Zusammenfassung: Akademisches Betrugsverhalten ist ein bedeutsames Phänomen, zu dessen Prävalenz und Randbedingungen im Hochschulsektor deutliche Forschungslücken bestehen, insbesondere aufgrund Ermangelung valider und ökonomischer Selbstberichtsmaße. Die vorliegende Kurzskala zur Erfassung akademischen Betrugsverhaltens soll unter Bedingung hoher...

Although students’ achievement goals have been linked to academic dishonesty, more re-search is needed to clarify mixed findings and identify contextual factors that may influ-ence these linkages. We therefore conducted a longitudinal study to investigate prospective associations between students’ achievement goals and academic dishonesty (exam che...

The COVID-19 pandemic drastically impacted the educational sector on a global front. A plethora of research has been conducted to better understand the effects that the pandemic had on education as a whole, including investigations into different topics (e.g., school closures, e-teaching and learning, mental and physical health), populations (e.g.,...

Control–value theory (CVT) proposes that discrete emotions arise from combinations of control–value appraisals of learning activities and outcomes. Studies have supported this proposition using factor analytic and latent profile, analyses. Network analysis (NA), however, has not been widely used within the field of educational psychology or to inve...

Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal sel...

Online courses are an important form of educational delivery worldwide, yet students differ in how well they learn from them. Following psychological and educational research, students’ goals can be considered relevant personal predictors of these differences. In the present study, we strive to better understand differences in students’ learning en...

Um klimaschützendes Handeln im Alltag zu verstehen und zu fördern, ist es notwendig, Fakto-ren zu untersuchen, die klimaschützendes Handeln beeinflussen. Im vorliegenden Beitrag er-weitern wir hierzu die Theorie des geplanten Verhaltens (TPB; Ajzen, 1985) um Elemente der Schutzmotivationstheorie (PMT; Rogers, 1975) und untersuchen, ob das integrier...

Zusammenfassung: Die Theorie motivationaler Handlungskonflikte beschreibt das Erleben von Schule-Freizeit-Handlungskonflikten und der motivationalen Interferenz als Folge hiervon. Mit Blick auf sportlich aktive Kinder und Jugendliche wird erstmalig argumentiert, dass diese neben Schule-Freizeit- auch Schule-Sport- und Sport-Freizeit-Handlungskonfli...

The COVID-19 pandemic drastically impacted the educational sector on a global front. A plethora of research has been conducted to better understand the effects that the pandemic had on education as a whole, including investigations into different topics (e.g., school closures, e-teaching and learning, mental and physical health), populations (e.g.,...

Research shows that higher education faculty face due to high job demands diminished subjective well-being (SWB), leading to negative consequences for themselves, students, and higher education institutions. Therefore, their ability to cope well with their responsibilities they face is crucial. Despite the importance of SWB and coping for this popu...

Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining thei...

As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching...

Motivation plays a central role in faculty members’ professional lives—with achievement goals having been found to have important links with their burnout/engagement and performance. However, the few studies investigating these links were cross-sectional and considered only one of the two equally important work domains of faculty members. In the pr...

As our environment continues to deteriorate, stronger efforts need to be placed on protective measures to combat climate change. It is therefore necessary to elucidate factors that influence individuals’ climate-protective behavior. Previous studies aimed to explain climate-protective behavior have mainly used the theory of planned behavior (TPB; A...

Research indicates that university faculty struggle with compromised subjective well-being tied to the challenging nature of their work. From a motivational perspective, several cross-sectional studies have found faculty achievement goals to be differentially associated with aspects of their subjective well-being. However, more research is needed t...

Research shows that higher education faculty face due to high job demands diminished sub-jective well-being (SWB), leading to negative consequences for themselves, students, and higher education institutions. Therefore, their ability to cope well with responsibilities they face is crucial. Despite the importance of SWB and coping for this populatio...

Students’ engagement in class stems from academic and social motivations, which can be expressed through their academic and social achievement goals. Using a person-centered approach, we investigated the configurations of academic and social achievement goals and their relevance for aspects of students’ academic (achievement, self-concept, goal str...

Previous research has successfully used basic psychological need satisfaction and achievement goal approaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only...

Aims: Higher education systems around the world have enforced campus closures to combat the COVID-19 pandemic. Such measures may threaten students' basic psychological needs for relatedness, competence and autonomy, and the development of intrinsic learning motivation. Little is known about whether the implementation of campus closures yielded neg...

Es ist ein verbreiteter Mythos, dass für optimales Lernen individuelle Lerntypen (z.B. visuell) identifiziert und gezielt unterstützt werden sollten. Die wissenschaftlichen Befunde zeigen klar, dass eine Ausrichtung von Lernumgebungen an „Lerntypen“ keine förderlichen Effekte hat. Wieso hält sich der Mythos dennoch so hartnäckig und was können wir...

Research shows that higher education faculty face diminished subjective well-being (SWB), leading to negative consequences—not only for themselves, but also for students and institu-tions. Therefore, their ability to cope well with the work demands and responsibilities they face is crucial. Despite the importance of SWB and coping for this populati...

Previous research on school teachers has successfully explained individual differences by use of motivational constructs established in other populations, particularly self-efficacy, basic psychological needs (BPNS), and emotions. However, these constructs have primarily been examined independently without considering their interplay, and few studi...

Online courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. With the present research, we strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal ap...

Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or u...