Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

• We investigated temporal relationships and domain specificity of goal pursuit. 681 German faculty members were surveyed 4 times across two years. Mastery strivings reciprocally linked with teaching research performance. Primarily goals mattered for the development burnout levels. Burnout levels in turn impacted subsequent goals. Motivation plays a central role members’ professional lives—with achievement having been found to have important links their burnout/engagement However, few studies investigating these cross-sectional considered only one equally work domains members. In present research, we analyze between as well performance investigate pursuit by considering research. conducted longitudinal study (4 measurement points years) including Multivariate Latent Change Score modeling attested that both domains, mastery-approach positively related performance, while was also mastery goals, creating double positive loop. Performance work-avoidance differentially associated indicating effects can be bound different contextual features. For overall burnout/engagement, our results implied primarily its (with performance-avoidance being risk factors), high reduction adaptive domains. This highlights relevance illuminates complex dynamics meaningfully inform other contexts.