A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

Abstract

The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC ® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students' perceptions of the five MUSIC ® Model of Motivation components. ResumenEl propósito de este estudio era determinar en qué medida se cumplían las propiedades sicométricas de las traducciones al dhino y al español de la versión para estudiantes universitarios del cuestionario de motivación académica MUSIC (MUSIC Inventory; Jones, 2012). Encuestamos 300 estudiantes de una universidad en China y 201 estudiantes de una universidad en Colombia usando versiones del cuestionario MUSIC traducidas al chino y al español, respectivamente. Para medir las propiedades sicométricas del cuestionario, examinamos: a) La confiabilidad de consistencia interna para todas las escalas b) los índices de ajuste y peso de los factores producidos a partir de un análisis factorial confirmatorio, y (c) las correlaciones entre las escalas del cuestionario MUSIC y el involucramiento conductual y cognitivo. Los resultados proveen evidencia que tanto las traducciones al chino como al español del cuestionario MUSIC demuestran aceptables propiedades sicométricas para su uso con estudiantes de pregrado. Por tanto, profesores e investigadores pueden usar los cuestionarios para medir las percepciones de los estudiantes de los 5 componentes del modelo de motivación académica MUSIC. Palabras clave: Modelo de motivación académica MUSIC, involucramiento, evaluación, motivación de estudiantes

Validation of the MUSIC Model of Motivation Inventory for use with cognitive training for schizophrenia spectrum disorders: A multinational study

“…Because we administered the MMI in the U.S., Canada, Denmark, and Japan, these results demonstrate that the Cognitive Training version of the MMI can be used in a variety of cultures and countries. These findings are consistent with research studies using the MMI with students in countries such as China (Jones et al, 2017a), Colombia (Jones et al, 2017a), Egypt (Mohamed, Soliman, & Jones, 2013), Iceland (Schram & Jones, 2016), and Spain (Mora, Anorbe-Diaz, Gonzalez-Marrero, Martin-Gutierrez, & Jones, 2017). Thus, this study contributes to a broader body of evidence demonstrating the potential to use the MUSIC model in many different cultures and contexts.…”

“…The fit indices provide a means to assess the factorial construct validity of the MMI scales because the model has been shown to consist of five different constructs (Jones et al, 2017a;Jones & Skaggs, 2016). To further assess the construct validity of the scales, we computed the coefficients of determination (r 2 ) to examine the relationships between the MMI constructs.…”

“…The MMI does not assess individuals' more stable, trait-like motivation; rather, it assesses individuals' perceptions of the learning environment, which can change if the instruction is altered (e.g., McGinley & Jones, 2014). The measure has been validated for use with college undergraduates (Jones & Skaggs, 2016), elementary school students (Jones & Sigmon, 2016), U.S. and Icelandic middle and high school students (Chittum & Jones, 2017;Jones, Sahbaz, Schram, & Chittum, 2017b;Schram & Jones, 2016;Parkes, Jones, & Wilkins, 2015), Chinese-and Spanish-speaking university students (Jones, Li, & Cruz, 2017a), and student pharmacists (Pace, Ham, Poole, & Wahaib, 2016).…”

Testing the MUSIC Model of Motivation Theory: Relationships Between Students’ Perceptions, Engagement, and Overall Ratings

“…Results from several studies have confirmed that students' MUSIC perceptions are distinct in a variety of educational settings, including courses in professional schools (Jones, Byrnes, & Jones, 2019;Pace, Ham, Poole, & Wahaib, 2016), undergraduate courses (Chittum, Jones, & Carter, 2019;Jones & Wilkins, 2013), middle and high school classes (Chittum & Jones, 2017;Parkes, Jones, & Wilkins, 2017), elementary school classes (Jones & Sigmon, 2016), and clinical training settings (Hansen et al, 2019). Furthermore, these studies have been conducted in a variety of cultures and countries, including Canada, Denmark, and Japan (Hansen et al, 2019); China and Columbia (Jones, Li, & Cruz, 2017); Egypt (Mohamed, Soliman, & Jones, 2013); and Iceland (Schram & Jones, 2016). In sum, a body of evidence has accumulated to demonstrate that the five MUSIC model components represent five different perceptions that students can have in educational settings.…”

“…Given that students' MUSIC perceptions can be distinct in an educational setting, some researchers have investigated the relationships between students' MUSIC perceptions and important outcomes, such as effort, instructor ratings, and course ratings. Evidence from studies with undergraduate students suggests that students' MUSIC perceptions are positively related to their effort, instructor ratings, and course ratings (Chittum et al, 2019;Jones, 2010;Jones & Skaggs, 2016;Jones et al, 2017). However, more studies are needed to examine whether these relationships also exist in other types and sizes of courses.…”