No learning without autonomy? Moderators of the association between university instructors' learning goals and learning time in the teaching-related learning process

Abstract

In this study, we investigate general workload and teaching-related autonomy as moderators in the relationship between learning (approach/avoidance) goals and learning time in university instructors. Specifically, we expected stronger associations as a function of lower workload and higher autonomy. Additionally, we assumed that learning time mediates the relationship between learning goals and learning gains. A sample of 107 German university instructors reported their current learning goals, autonomy, weekly invested learning time, and workload during the first four weeks of a semester, and finally, their learning gains. Structural equation modelling revealed no evidence for learning time as a mediator between learning approach goals and self-reported learning gains. However, learning time did mediate the positive association between learning avoidance goals and self-reported learning gains. As expected, teaching-related autonomy moderated the positive link of learning avoidance goals and invested learning time. Contrary to our expectations, general workload did not moderate this association.