The analysis self concept achievement goals and learning environment on students motivation among fine art undergraduates in the Shandong China

This study investigates the relationship between self-concept, achievement goals, and learning environment on motivation among fine art undergraduates in Shandong, China. It fills an identified gap by exploring how self-concept, achievement goals, and learning environment interact to shape motivation in fine art contexts academically, which has received limited empirical and practical focus. Self-concept, comprising self-perception and self-efficacy, was measured to assess its influence on motivation. Achievement goals, which included mastery and performance, were evaluated for their effects on persistence and engagement in artistic tasks. Learning environment factors, including classroom climate and resource availability, were analyzed for their support or hindrance of motivation. The mixed-methods design utilized surveys with 373 respondents for quantitative correlations and semistructured interviews with 20 respondents. The surveys were administered between January and March 2025, interviews were coded in NVivo, and statistical controls for age and gender were applied. Quantitative results showed strong associations of mastery goals and positive environment with higher motivation scores. Rich qualitative data revealed that performance goals generated anxiety and tension, contrasting with interviewee narratives emphasizing growth orientation. Findings demonstrate nuance in how goal orientation and context interact, offering original evidence for tailored educational strategies. Mastery goals and supportive contexts emerged as key drivers, while performance focus risked undermining motivation. This research contributes novel empirical evidence to fine art education by clarifying how these constructs interrelate and informing strategies to enhance students_ motivation.