Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

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 education teachers' achievement goals and self-efficacy experiences. Study 1 (k = 166 teachers, n 2,106 students), assessed motivations at semester start, course-specific perceptions teaching quality (overall rating, learning) emotions (joy, boredom) end. Latent multilevel modeling indicated favorable associations self-efficacy, but not their goals. 2 96 16,009 same constructs measured experiences weekly regarding 828 specific course sessions. Additionally, included teachers’ session-specific motivations. Results replicated effects on teacher-level suggested that performance-approach performance-avoidance primarily level This affirms relevance illuminates importance specificity.