Achievement Goals for Research: In-depth Studies

在拟议的项目中，我们的目标是提供有关教师在研究领域内实现目标的影响的新知识和见解。为了做到这一点，我们建立在前面的项目基础上，在这个项目中，我们澄清了教师在教学领域的专业行为的成就目标的结构、可分离性和相关性。在本项目中，我们计划(1)全面阐明工作情境下成就目标的发展过程，(2)研究成就目标与工作专业化、挫折处理和成功掌握相关职业步骤的相关性，以及(3)研究适应工作情境时成就目标之间的相互作用。为了调查研究领域中关于成就目标的这些目的，我们计划进行五项定量研究。在研究1中（N = 279名研究人员，队列序列设计），我们将在两个队列（博士开始和博士后过渡）中调查研究人员成就目标发展趋势的前因。在研究2中（N = 3600名研究人员，多层次设计），我们将基于四个不同的科学系统（德国、挪威、南非、韩国）、80个科学机构和三个感兴趣的原型学科领域的数据，研究情境对成就目标的影响。研究3a （N = 159名研究人员，实验室实验）旨在洞察研究人员的成就目标对他们如何应对失败的影响。我们将在研究3b中进一步巩固这些发现（N = 109名研究人员，实地研究），调查成就目标如何影响研究人员在科学会议上提交的真实决策的反应。最后，在研究4（290名研究人员，动态评估的微观纵向研究）中，我们将通过研究目标冲突和目标协同来研究教学和研究领域之间成就目标的相互作用。职业动机对教师情感、行为和认知的影响在高等教育研究中仍然是一个未被探索的前沿。我们确信，所提出的研究计划将进一步加深我们对在这一重要工作领域中发展最佳动机的必要先决条件的理解。这一知识对科学领域中激励支持性工作环境的发展具有重要意义。

In the proposed project, we aim to provide new knowledge and insights concerning the impact of faculty members’ achievement goals within the research domain. To do this, we build upon the preceding project in which we clarified the structure, separability, and relevance of faculty members’ achievement goals for their professional behaviors in the teaching domain. In the proposed project, we plan to (1) comprehensively elucidate developmental processes of achievement goals in the work context, (2) study the relevance of achievement goals for professionalization at work, dealing with setbacks, and successfully mastering relevant career steps, and (3) investigate the interplay between achievement goals when adapting to the work context. To investigate these aims regarding achievement goals in the research domain, we plan to conduct five quantitative studies. In Study 1 (N = 279 researchers, cohort sequential design), we will investigate the antecedents of developmental trends in researchers’ achievement goals in two cohorts (start of PhD, transition to Post-Doc). In Study 2 (N = 3600 researchers, multilevel design), we will examine contextual effects on achievement goals based on data derived from four different scientific systems (Germany, Norway, South Africa, South Korea), 80 scientific institutions, and three prototypical subject areas of interest. Study 3a (N = 159 researchers, laboratory experiment) aims to provide insights into the impact of researchers’ achievement goals on how they react to failure. We will further solidify these findings in Study 3b (N = 109 researchers, field study) by investigating how achievement goals matter for researchers’ reactions to real decisions regarding their submissions to a scientific conference. Lastly, in Study 4 (N = 290 researchers, micro-longitudinal study with ambulant assessment), we will investigate the interplay of achievement goals between the teaching and the research domains by studying goal conflicts and goal synergy. The impact of professional motivation on faculty members’ affect, behavior, and cognition remains a largely unexplored frontier in higher education research. We are certain that the proposed research program will further our understanding of the necessary preconditions for the development of optimal motivation in this important field of work. This knowledge has central implications for the development of a motivation-supportive work environment in the scientific domain.