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 assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.

尽管教师的动机被认为对学生的学习体验很重要，但这在很大程度上仍未得到调查，尤其是在高等教育中。在两项研究中，我们分析了高等教育教师的成就目标和自我效能感对学生学习体验的作用。在研究 1（k  = 166 名教师，n  = 2,106 名学生）中，我们评估了教师在学期开始时的动机，以及学生在学期开始时对特定课程的教学质量（总体评分、学习）和情绪（快乐、无聊）的看法。学期结束。潜在的多层次模型表明教师的自我效能感有良好的关联，但与他们的目标无关。在研究 2 中（k  = 96 名教师，n = 16,009 名学生），我们每周评估相同的结构并衡量学生在 828 门特定课程中的学习体验。此外，我们还包括教师的特定课程动机。结果复制了自我效能对教师水平的影响，并表明绩效方法和绩效回避目标主要对特定课程的水平很重要。这肯定了教师动机的相关性，并阐明了其特殊性的重要性。