This study examined the effects of competitive and non-competitive goal structures, level of music self-esteem, and pre-post administration on dependent measures of student achievement and motivation in music. Forty- eight, 5th- and 6th-grade band students were randomly assigned to either a competitive (rewards based on absolute standards) or non-competitive (all participants rewarded for typing their best) goal structure. Goal structures were operationalised as music contest settings; all students prepared and performed accompanied solos for adjudication.
Pre-test and post-test data were obtained for two measures of music achievement (aural-visual discrimination, performance) and two measures of music motivation (attribution orientation, intrinsic interest). Data were analysed using split-plot analysis of variance (ANOVA) and analysis of covariance (ANCOVA) procedures with an alpha significance level of t)S.
Results indicated no significant goal structure effects. Music self-esteem did have significant effects on motivation outcomes, but not on achievement. Similarly, there were significant pre-test versus post-test differences for motivation, but not achievement. Students' future goal structure preference (competitive versus non-competitive) was significantly related to the type of goal structure they had experienced within this study. Implications of these findings are discussed.
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