Martin Daumiller

Universität Augsburg | UNA · 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...

Research is often specialized and varies in its nature between disciplines, making it difficult to assess and compare the performance of individual researchers. Specific qualitative and quantitative indicators are usually complex and do not work equally well for different research fields. Therefore, the aim of the present study was to develop an ec...

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...

As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learning during this unexpected circumstance, we focus on faculty members’ attitudes towa...

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...

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...

Teachers’ achievement goals are important motivational factors underlying differences in their work-related behaviors and cognitions. Within this, it is posited that teachers’ achievement goals also matter for their teaching practices. This important premise for the relevance of teacher goals is still little understood, particularly as most studies...

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...

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We investigated how individual experiences and contextual aspects at the school and country level are associated with teacher intercultural self-efficacy. Using the Teaching and Learning International Survey 2018 (TALIS) data from 91,768 teachers, 11,523 schools, and 46 countries, as well as MIPEX indicators, multilevel models revealed that individ...

Students’ achievement goals exhibit maladaptive trends throughout their school careers (particularly a decline in learning goals). We examined how changes in student-perceived teaching practices are associated with this development using longitudinal data from 1847 students in 69 classes (4 measurement points over 2 school years). Latent difference...

Research indicates that faculty members struggle with compromised subjective well-being (SWB). Although motivation is considered central to SWB, little research has investigated this connection in faculty using comprehensive, multifaceted frameworks. To address this, the present study took an achievement goal approach to examining multifaceted SWB...

In den letzten Jahren hat sich „Evidenz“ als Leitbegriff und „Evidenzbasierung“ als Ziel sowohl in der Hochschuldidaktik und -lehre etabliert, als auch zu einer Debatte über das Verständnis vom Evidenzbegriff der Hochschuldidaktik geführt. Weitestgehend unberücksichtigt blieb bisher, was die einzelnen Lehrenden unter „Evidenz“ verstehen. Die vorlie...

Der Beitrag beleuchtet unter anderem folgende Themen: Welche Motivationsmodelle sollte man als Lehrkraft kennen? / Motivation der Schüler*innen / Motivation der Lehrkräfte und der Schulgemeinschaft

Previous studies have shown that highly test anxious persons are more likely to meet criteria for an anxiety disorder and report more frequent symptoms of anxiety disorders than their low test anxious counterparts. However, it is unclear whether test anxiety should be treated as distinct to, or a manifestation of, anxiety disorders. Furthermore, th...

Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students did indeed cheat more often in online than in on-site exams an...

Motivation is posited to be central for faculty members’ professional experiences and performance. To this end, achievement goals have been associated with burnout/engagement and performance at work. However, the few studies that have examined this topic were cross-sectional and only considered one of the two equally important work domains of facul...

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...

The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learnin...

University instructors’ goals for teaching are important for teach- ing quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory (...

Goals are a core aspect of motivation. Elliot et al. (2015) introduced potential‐based goals as a type of self‐based goals that are conceptualised as seeking to do as well as one possibly could (potential approach goals) or seeking to avoid doing worse than one possibly could (potential avoidance goals). We follow up on this construct by examining...

Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we a...

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitud...

Zusammenfassung. Berichtet wird die Konstruktion und Überprüfung einer deutschsprachigen Adaption des Fragebogens „Student Evaluation of Educational Quality“ (SEEQ) von Marsh (1982 , 2007 ), ein umfassend überprüftes und international etabliertes Instrument zur Erfassung von Studierendenurteilen der Lehrqualität. Es wurde übersetzt, geringfügig erw...

We explore and elaborate on four questions to inspire future research on faculty motivation. The first question asks why we should be concerned with the motivations of higher education faculty in the first place, particularly in regard to studying them empirically? Moreover, if re-search on higher education faculty motivation is important, why is i...

Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This development sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students indeed cheated more often in online than in on-sit...

(1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducte...

Self-regulated motor learning (SRML) is a frequent and important achievement activity in sport and exercise contexts. Therein, individual learners’ achievement goals can be considered relevant for motor learning processes and outcomes. To better understand their role, we first examined the temporal stability of achievement goals during SRML. Next,...

Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job b...

Teaching and research are core tasks of university faculty. Previous research has documented the power of achievement goal theory for describing university scholars’ motivations. For theory, research, and practical implications it is crucial to have knowledge about the separability, as- sociations, differences, and interplay of scholars’ goals for...

While research has documented associations between teachers’ achievement goals and students’ perceptions of classroom goals, little is known about the mechanisms behind these effects. To enlighten the mode of operation of teacher goals on students’ perceptions of instructional practices and classroom goal structures, a study with 84 secondary schoo...

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...

Research is often specialised and varies in its nature between disciplines, making it difficult to assess and compare the performance of individual researchers. Specific qualitative and quantitative indicators are usually complex and do not work equally well for different research fields. Therefore, the aim of the present study was to develop an ec...

Elite athletes undergo intensive training and competitive pressure to succeed, making them susceptible to professional strain. However, they differ in their subjective reactions in the form of burnout levels and psychosomatic stress symptoms. Following a motivational perspective, these differences may be explained by the goals that athletes pursue....

Self-regulated motor learning is a frequent and important achievement activity in sport and exercise contexts. Therein, individual learners’ achievement goals can be considered relevant for motor learning processes and outcomes. To better understand their role, we first examined the temporal stability of achievement goals during self-regulated moto...

Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic...

Elite athletes undergo intensive training and competitive pressure to succeed, making them susceptible to professional strain. However, they differ in their subjective reactions in the form of burnout levels and psychosomatic stress symptoms. Following a motivational perspective, these differences may be explained by the goals that athletes pursue....

The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 14...

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we...

The questionnaire “Student Evaluation of Educational Quality” (SEEQ) from Marsh (1982, 2007) was adapted to German language and tested using assessments from 76,687 students in 3,660 university courses. Internal consistencies and intra-class correlations indicted a high reliability. Two-level CFAs and ESEM analyses confirmed the separability of all...

Identifying what motivates higher education instructors in their self-regulated learning from stu-dent evaluations of teaching (SET) is important for improving future teaching. In a longitudinal online field study, we investigated how higher education instructors’ achievement goals predict the use of SET(s), processing its results and learning from...

Research suggests that higher education teachers worldwide experience high levels of stress, burnout, and other adverse experiences due to the challenging nature of their work. To better understand why, under similar conditions, some teachers struggle while others flourish, studies are needed which recognize multiple facets of their subjective well...

University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and...

Previous research has successfully used basic psychological need and achievement goal ap-proaches 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 faculty fro...

We present an open-access platform, Lehr-Evaluation-Online (LEO; Teaching Evaluation Online), which provides higher education faculty with an option to conduct student teaching evaluations free of charge. LEO is based on a German adaption of the “Student Evaluation of Educational Quality” (Marsh, 1982; 2007). First data collected with LEO during a...

PurposeProfessional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from pa...

As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty membe...

Purpose Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from p...

In this study, we investigate general workload and teaching-related autonomy as moderators in the relationship between learning (approach/avoidance) goals and learning time in university instructors. Specifically, we expected stronger associations as a function of lower workload and higher autonomy. Additionally, we assumed that learning time media...

A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. Although numerous studies have investigated well-being among university students, and other studies have addressed well-being among university teachers, these lines of researc...

http://motivation-emotion.eu/2020/08/18/interview-with-earli-motivation-and-emotion-sig-2010-lifetime-award-recipient-monique-boekaerts/?preview=true

Digital technologies can have positive effects on student learning in higher education. Based on the ICAP framework, they should be particularly effective when teachers use them to encourage student engagement in constructive and interactive as opposed to passive and active learning activities. Using a sample of 381 higher education students, we in...

Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievement-related thought...

Educational theories are central for teacher education. Despite their theoretical relevance, students’ and lecturers’ understandings of educational theories and their theory-related attitudes and beliefs thereof are hardly understood. To elucidate these constructs and to test their relevance, we conducted a mixed methods study with 32 students and...

Das öffentliche Interesse an wissenschaftlichen Erkenntnissen ist ungebrochen – dennoch ist es zunehmend von einer Skepsis gegenüber Forschungsergebnissen gekennzeichnet. Der Sammelband bündelt interdisziplinäre Perspektiven auf das Thema Fehlverhalten und Betrug in der Wissenschaft. Die Beiträge befassen sich mit der Verbreitung von und den Gründe...

A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. However, although numerous studies have investigated well-being among university students, and some studies have addressed well-being among university teachers, these lines of...

Background Teachers' achievement goal orientations are known to affect teachers' beliefs and behaviour. In contrast, we know relatively little on how school climate is associated with teachers' achievement goals, even though theoretical ideas can be derived from self‐determination theory and empirical research on the impact of goal structures. The...

http://motivation-emotion.eu/2020/06/16/interview-with-earli-motivation-and-emotion-sig-2016-lifetime-award-recipient-stuart-karabenick/

Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, the fit of motivational regulation strategies in a context-specific way can also have beneficial effects on academic procrastination. Overcoming this dysfunctio...

Although professional training or development opportunities can help university academics to expand their competences and implement high quality educational practices, academics differ in the extent to which they engage in such learning opportunities and their resulting learning gains. A theoretical explanation for these differences involves their...

Innerhalb weniger Tage mussten Schulen wegen der Covid-19-Pandemie von Präsenz- auf digitalen Unterricht umstellen – mit großen praktischen Herausforderungen und oftmals auch Belastungen für die Lehrkräfte, die Schülerinnen und Schüler sowie die Eltern. Nach wie vor findet für die meisten Schülerinnen und Schüler die Schule zu größeren Teilen zu Ha...

Durch die Corona-Pandemie heißt es „Schule zu Hause“ für Schülerinnen und Schüler. Je nach Bundesland und Jahrgangsstufe findet Schule derzeit komplett oder zumindest zu einem großen Teil zu Hause statt. Diese neue Situation ist für Schülerinnen und Schüler sicherlich aufregend und bringt viele Freiheiten mit sich, die viel Spaß bereiten können. Fü...

Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job b...

Research into teacher motivation has shown that teachers’ achievement goal pursuit matters, for teachers themselves (e.g., their well-being) and teaching outcomes. While most research has followed a variable-centered approach, a multiple goal perspective has also emerged within, postulating that individuals pursue different combinations of achievem...

Students' perceptions of instructional quality have become an important information source for teachers' professional development. This requires knowledge of the structure of these perceptions, their validity, and gen-eralizability. To this end, we conducted a study with 15,005 German 512 grade students from 690 classrooms in three different school...

http://motivation-emotion.eu/2020/01/13/interview-with-earli-motivation-and-emotion-sig-2018-lifetime-award-recipient-simone-volet/

Teaching and research are core tasks of university faculty. Previous research has documented the power of achievement goal theory for describing university scholars’ motivations. For theory, research, and practical implications it is crucial to have knowledge about the separability, associations, differences, and interplay of scholars’ goals for te...

We explore and elaborate on four questions to inspire future research on faculty motivation. The first question asks why we should be concerned with the motivations of higher education faculty in the first place, particularly in regard to studying them empirically? Moreover, if research on higher education faculty motivation is important, why is it...

We investigated how evaluation standards employed in performance tests affect the impact of performance goals (here focused on appearance) on academic cheating. Thereby, we assumed that appearance goals would lead to increased cheating only if students’ performance was presumably evaluated based on results rather than on the strategies they applied...

We investigated how evaluation standards employed in performance tests affect the impact of performance goals (here: focused on appearance) on academic cheating. Thereby, we assumed that appearance goals would only lead to increased cheating if students’ performance was presumably evaluated based on results rather than on strategies applied to solv...