Achievement Goals, Implicit Theories, and Intrinsic Motivation: A Test of Domain Specificity Across Music, Visual Art, and Sports

Abstract

The purpose of this study was to test the domain specificity of achievement goals across music, visual art, and sports specializations, as measured by Elliot’s 2 × 2 achievement goal framework. Participants in the study were 103 volunteer student teachers from a teacher training institute in Singapore specializing in music, visual art, and physical education. Data were collected via self-report questionnaires that included measures of (a) the 2 × 2 achievement goal orientation constructs; (b) incremental and entity beliefs among the participants in music, visual art, and sports; and (c) participants’ enjoyment, perceived competence, effort, and tension while being engaged in music, visual art, and sports. MANOVA analyses indicated that (a) achievement goals are domain-specific and are highest in participants’ area of specialization; (b) implicit theories can be generalized across the three specializations, with higher incremental beliefs than entity beliefs reported across all specializations; and (c) enjoyment was highest for those who specialized in that particular area. Finally, mastery-approach goals positively predicted enjoyment in each specialization.

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Achievement Goals in Music Contexts: A Review of Literature

“…More specifically, United States and Singapore nonmusic majors similarly reported higher levels of achievement goals toward their university major academic field than band. Wang et al (2018) further ascertained the domain specificity of achievement goals using a sample of 103 music, visual art, and sports student teachers from Singapore and found that participants rated achievement goals the highest in their own area of specialization. Furthermore, mastery-approach goals were associated with enjoyment in each of the three domains.…”

“…While mastery-approach goals (e.g., “It is important to me to perform as well as I possibly can”) center on improving oneself, acquiring skills, and mastering tasks, mastery-avoidance goals (e.g., “I worry that I may not perform as well as I possibly can”) focus on avoiding not finishing a task or not being able to learn. In like vein, while performance-approach goals (e.g., “It is important to me to do well as compared to others”) emphasize learning for the sake of winning or doing better than others, performance-avoidance goals (e.g., “I just want to avoid performing worse that others”) stress avoiding doing worse than others or losing (Wang, Tan, & Dairianathan, 2018, p. 326). It is crucial to emphasize that learners can simultaneously espouse each of the four goals to varying degrees; they are by no means mutually exclusive (Pintrich & Garcia, 1991).…”