TABLE 1.

Overview of the distinguished achievement goals, their sample items, and internal consistencies.

	Goal content	Valence	Sample item	ωH
			Item stem: “In my current teaching activities…”
Mastery-based goals	Task	Approach	“… I want to fulfill the different requirements very well.”	0.83
		Avoidance	“… I want to avoid fulfilling the different requirements poorly.”	0.88
	Learning	Approach	“… I want to constantly improve my competences.”	0.89
		Avoidance	“… it is important to me to avoid having my competencies not develop further.”	0.84
Performance-based goals	Appearance	Approach	“… I want to be perceived as competent.”	0.86
		Avoidance	“… I want to avoid being perceived as incompetent.”	0.94
	Normative	Approach	“… I want to be better than my colleagues.”	0.94
		Avoidance	“… I want to avoid being worse than my colleagues.”	0.95
Further goals	Work avoidance	Avoidance	“… I want to have as little to do as possible.”	0.91
	Relational	Approach	“… it is important to me to achieve a personal connection with students.”	0.79

Reported are the distinguished achievement goals and their definitions based on the model of Daumiller et al. (2019b), as well as their internal consistencies (McDonald’s Omega values).