How learning time mediates the impact of university scholars' learning goals on professional learning in research and teaching

Empirical investigations of university scholars’ learning goals are important to foster high-quality teaching and research. A well-established tenet in achievement goal research is that learning goals elicit actual learning. However, few studies have investigated the mechanisms behind this association. In this study, we propose that learning time links learning goals (i.e., the goal to enhance one’s own competences) to learning outcomes in both contexts, research and teaching. In a prospective correlational study, we questioned a representative sample of 705 German university scholars (highest qualification: 25% full professors, 36% with Ph.D.) during two successive semesters. Applying structural equation models, we found positive associations of learning goals and self-reported learning gains (in research and teaching) that was mediated by learning time within the teaching domain. University scholars seem to profit from pursuing learning goals. Future training programs might consider this variable as a starting point for increasing learning