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.

与检查教育和专业环境中的内在动机的广泛研究相比，本研究调查了参与新颖休闲活动的内在动机的起源和发展。一项调查和三个实验表明，享受新的休闲活动以及重新参与活动的愿望是与参与相关的目标与一个人关于参与所需技能的隐含理论之间的一致性的函数。当满足两个条件时，掌握目标会促进内在动机的发展：（1）人们相信他们的技能是可塑的，（2）第一次参与活动会导致对提高掌握程度的看法。当满足两个条件时，绩效目标会促进内在动机的发展：(1) 人们认为他们的技能是固定的，并且 (2) 第一次参与活动会导致对成功表现的看法。当第一次休闲活动的执行非常困难时，将参与目标和内隐理论相结合的激励利益会被逆转。