Latent change score modelling revealed that higher levels of subjective well-being at the semester start positively predicted increases in mastery approach goals and performance approach goals as well as decreases in performance avoidance goals and work avoidance goals. In the present study, we address these research gaps by assessing the associations between achievement goals and multifaceted subjective well-being (positive affect, low negative af-fect, job satisfaction, life satisfaction) in 493 faculty members across three months. However, more research is needed to clarify inconsistent findings and to provide insights into the temporal ordering of these constructs. From a motivational perspective, several cross-sectional studies have found faculty achievement goals to be differentially associated with aspects of their subjective well-being. Research indicates that university faculty struggle with compromised subjective well-being tied to the challenging nature of their work. Given that procrastination hinders successful goal pursuit and subjective well-being, this finding again highlights the importance of goal focus for understanding how people best pursue their goals. There also exists some evidence that suggests that adopting a process focus is adaptive when people face a particular type of difficulty when intending to pursue a goal, namely procrastination. Specifically, we posit that focusing more on the means of goal pursuit (i.e., adopting a process focus) is more beneficial for goal progress and subjective well-being than focusing more on its ends (i.e., adopting an outcome focus). We address the question of whether goal progress and attainment are differentially related to subjective well-being and examine how people best pursue their goals. Therefore, this chapter highlights the importance of goal pursuit (autotelic theories) in addition to goal achievement for a more comprehensive understanding of subjective well-being. However, just holding goals does not bring about goal achievement. In fact, achieving goals is beneficial for subjective well-being. Goals are considered by some theories as essential for subjective well-being (i.e., telic theories, see Diener, 1984).
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