Reasons to practise: understanding the motivation of adolescent instrumental learners through the lens of achievement goal theory

This research explored the achievement goal theory of motivation with adolescent instrumental learners from schools in England, through four related studies. A mixed-methods approach was adopted, combining quantitative survey methods with rich qualitative analysis of teacher observations and pupil interviews to develop an in-depth understanding of the goals adopted by adolescent musicians. Achievement goal theory was situated within a wider framework of motivation, with consideration of the reasons for different goal orientations as well as the impact of each achievement goal on musical outcomes. This research provides new insights into the application of the 3 x 2 achievement goal model to the context of music education and contributes to the broader understanding of musical motivation by examining links between achievement goal and self-determination theories. Qualitative research methods alongside longitudinal study designs added new insights to the understanding of achievement goals, by considering the perspectives and lived experiences of adolescent musicians. Key outcomes of the research included a model of influences on the achievement goals of adolescent instrumental learners, in the form of self- determined motivation, musical identity, competence beliefs and autonomy perceptions. Links were found between the self-determined motivation of instrumental learners and their achievement goal orientations. Intrinsic and extrinsic motivation were associated with mastery and performance goals respectively. Data indicated that mastery goals might lead to more deliberate practice behaviours, and other-approach and other-avoidance goal orientations might predict instrumental learners’ longer-term commitment to musical learning. Implications for music educators drawn from this research include the importance of promoting learner autonomy, de-emphasising peer comparison, providing process-oriented feedback, supporting the development of musical identity, and emphasising the benefits of mastery goals for adolescent instrumental learners’ wellbeing.