Faculty subjective well-being: An achievement goal approach

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 using comprehensive, multifaceted frameworks. To address this, the present study took an achievement goal approach examining SWB (positive and negative emotions, career life satisfaction) 1,335 from Germany, USA, India. Structural equation modelling revealed that, invariant across countries institutions, goals were meaningfully differentially associated SWB. Mastery (task) particularly conducive while work avoidance detrimental. Moreover, mixed results emerged for performance relational goals. These findings highlight centrality of understanding supporting development.