Im Psychologischen Forschungskolloquium werden laufende Forschungsarbeiten vorgestellt und diskutiert. Zus?tzlich zu Wissenschaftler*innen der Universit?t Augsburg berichten auch Forscher*innen aus anderen Forschungseinrichtungen über ihre Arbeit.

Teachers are confronted with different situations during daily work life. The occurrence, individual perception and interpretation of situations can vary from day-to-day (Schmidt et al., 2017). Depending on their perception of these situations, teachers’ experience different emotions and potentially set different goals. Former studies showed that teachers’ achievement emotions are closely linked to well-being (Buri? et al., 2017; Keller et al., 2014) and students’ emotions (Frenzel et al., 2009). Teachers’ achievement goals can influence the classroom goal structure and instructional practices (Retelsdorf, et al., 2010; Retelsdorf et al., 2011). Both constructs and their interplay are therefore highly relevant. Achievement emotions and achievement goals show reciprocally linkages (e.g. Bross et al., 2022; Huang, 2011) interfered by different control- and value-appraisals as well as concrete action tendencies (Pekrun et al., 2006). Few studies investigated the relationship of teachers’ achieve ment emotions and achievement goals (Janke et al., 2019; Luo et al., 2020; Wang et al., 2017). Results based on longitudinal data are, apart from one study (Wang et al., 2017), lacking. The present study aims to close this gap by investigating teachers’ achievement emotions and achievement goals in concrete situations comparing within- and between-level. We will report findings based on a diary study conducted with 168 teachers from elementary and middle schools. In this study, teachers noted and classified relevant situations of their daily work life. They additionally reported their experienced emotions and goals. We will present findings of the interplay of teachers‘ perceptions of the situation, their emotional experiences and their goals. Based on this, we will discuss next research steps and the relevance of these findings for our theoretical understanding regarding the relation ship of teachers’ achievement emotions and achievement goals and ways of providing beneficial support.