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