Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

Abstract Previous research has successfully used basic psychological need satisfaction and achievement goal approaches for describing the motivations of university faculty teaching explaining differences in experiences, success, learning. However, interplay between these motivational constructs been largely ignored, with only from specific educational contexts being studied—neglecting those other higher education systems institution types that potentially differ configurations, levels, effects their motivations. As combining both examining multiple is essential a comprehensive theoretical understanding motivation generalizable results, we conducted an international study including 1410 members German, Indian, US-American universities. Aside goals, measured positive affect, quality, professional Results demonstrated measurement invariance scales regarding language, context, type. We found small three negligible types. Task, learning, relational goals were positively work avoidance negatively linked to outcome variables. Need sensibly explained pursuit and—directly indirectly through goals—also Taken together, results provide evidence importance illuminate how relevant pursuit, while uniquely matter