The purpose of this study was to develop and test the psychometric properties of the "3 x 2 Achievement Goal Questionnaire for Music Performance" ("3 x 2 AGQ - MP") and to determine the extent to which the 3 x 2 achievement goal model fits to two contexts of university band performance. Results from a pilot study informed establishment of a 19-item "3 x 2 AGQ - MP". The resulting questionnaire featured matching items with contrasting prompts in order to measure student goal orientations in the two music performance contexts. Four concert band ensembles from two universities (N = 183) completed the "3 x 2 AGQ - MP", once in reference to personal music making goals, and once in the context of personal music making goals as a member of the participants' concert band. This questionnaire measured six aspects of goal orientation: task approach, task avoidance, self-approach, self-avoidance, other approach, and other avoidance. Confirmatory factor analyses informed final selection of an 18-item "3 x 2 AGQ -MP" for use in analysis. Confirmatory factor analysis procedures and modification indices resulted in well-fitting six factor models for both the personal and ensemble contexts. In reference to the four research questions, results indicate that (a) the 18-item "3 x 2 AGQ - MP" is a suitable measure for application of the 3 x 2 achievement goal model in the university band population, (b) absolute and nested model comparison indices suggest that the 3 x 2 achievement goal model adequately describes the goal orientation in the context of personal music performance and in the context of performance in a university band ensemble, and (c) non-nested model comparison indices suggest that the 3 x 2 achievement goal model displays the best fit to the data when compared with both competing models (i.e., independence, uncorrelated, and second-order models) and a "priori" models. Discussion includes analysis of general outcomes, limitations, and implications and recommendations for both band directors and researchers. Band directors should acknowledge their students' individual inclinations toward the six goal orientations, and should model orientations associated with adaptive learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]