Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality
作者：
Highlights：
• Faculty experienced and reacted to shifting from face-to-face to online teaching and learning differently during COVID-19.
• To understand these differences, we longitudinally examined faculty attitudes and their relation to motivations and outcomes.
• We assessed goals of 80 faculty members before, and attitudes, burnout levels, and student evaluations after this shift.
• Learning goals were linked to perceiving this shift as a positive challenge and as useful for competence development.
• Avoidance goals went along with perceived threat, and in turn, increased burnout levels and worse student rating.
摘要
•Faculty experienced and reacted to shifting from face-to-face to online teaching and learning differently during COVID-19.•To understand these differences, we longitudinally examined faculty attitudes and their relation to motivations and outcomes.•We assessed goals of 80 faculty members before, and attitudes, burnout levels, and student evaluations after this shift.•Learning goals were linked to perceiving this shift as a positive challenge and as useful for competence development.•Avoidance goals went along with perceived threat, and in turn, increased burnout levels and worse student rating.
论文关键词：Teacher,Motivation,Goal orientations,Attitudes,Corona,Stress
论文评审过程：Received 16 September 2020, Revised 18 December 2020, Accepted 27 December 2020, Available online 5 January 2021, Version of Record 9 February 2021.
论文官网地址：https://doi.org/10.1016/j.chb.2020.106677
