Abstract
In contrast to extensive research examining intrinsic motivation in educational and professional settings, the present research investigates the origin, and the development, of the intrinsic motivation to participate in a novel leisure activity. One survey and three experiments show that the enjoyment of a novel leisure activity, and the desire to reengage in the activity, are a function of the alignment between the goal associated with participation and a person’s implicit theory about the skills needed to participate. A mastery goal promotes the development of intrinsic motivation when two conditions are met: (1) people believe their skills are malleable, and (2) first-time participation in the activity results in perceptions of improved mastery. A performance goal promotes the development of intrinsic motivation when two conditions are met: (1) people believe their skills are fixed, and (2) first-time participation in the activity results in perceptions of successful performance. The motivational benefits aligning participation goals and implicit theories are reversed when the execution of a first-time leisure activity is exceedingly difficult.