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Introduction
This research tested the Hierarchical Model of Intrinsic and Extrinsic Motivation in a university dance environment. The model seeks to establish the determinants and consequences of motivation. In this study, the determinants include the dance training climate, psychological mediators (perceptions of autonomy, perceptions of competence and feelings of relatedness), and types of motivation. The primary consequence examined was the dancer?s Grade Point Average (GPA). The aims of this study were to determine if the dance training climate is related to the dancers? results, and whether individual characteristics of motivation and types of motivation mediate the relationship between the environment and the dancer?s grade.
Method
Seventy-six university dance students completed a motivation questionnaire (adapted for the dance context) and these students made available their end of semester results and GPA.
Results
Results clearly indicated support for the model. Relationships between dance training climate and results found a negative correlation for performance (ego involving) climates, whereas a positive correlation was found for mastery (task involving) climates. Of the motivational determinants analysed, four factors (perceived general competence, perceived academic competence, perceived competence in interpersonal relationships, and feelings of acceptance) were found to be significant predictors (p < .05) of the GPA obtained by dancers. These factors collectively accounted for 46% of the variance of dancers? GPAs.
Conclusions
This study has found support for the benefits of a mastery climate in facilitating higher grades. This type of climate was also found to facilitate greater perceptions of competence in a range of areas, including academia, and enhanced feelings of acceptance amongst peers. Recommendations from this study suggest that university dance institutions foster a mastery climate to enhance performance outcomes and further research is required to determine the predictive nature of a motivation questionnaire in the admissions process.
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