An Examination of Motivation Model Components in Face-to-Face and Online Instruction

Jones, Brett D.

doi:10.25115/ejrep.v8i22.1455

Cited by 48 publications

(74 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the MUSIC model components have been shown to predict aspects of students' motivation and engagement (Jones, 2010;Jones et al, 2014;. For example, Jones (2010) found that the course format (face-to-face or online) and gender were factors that affected which components of the MUSIC model predicted students' behavioral engagement.…”

mentioning

confidence: 99%

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

Jones

Li²,

Cruz³

2017

IJEP

Self Cite

View full text Add to dashboard Cite

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

show abstract

mentioning

confidence: 99%

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

Jones

Li²,

Cruz³

2017

IJEP

Self Cite

View full text Add to dashboard Cite

show abstract

“…An example item is: "I put a lot of effort into this course." In Jones (2010), the reliability estimates across multiple samples were good (α = .84, .84, .86, .84).…”

Section: Music ® Model Of Academic Motivation Inventory (College Studmentioning

confidence: 86%

“…components after instruction (e.g., Jones, 2010;Jones, Epler, Mokri, Bryant, & Paretti, 2013;Jones, Watson, Rakes, & Akalin, 2012;McGinley & Jones, 2014); however, using a variety of instruments is not ideal for several reasons. For example, the instruments tend to be written by different individuals at different times for different purposes.…”

Section: T 28 Jones-validation Of the Music Modelmentioning

confidence: 99%

“…In addition, the MUSIC model components have been shown to predict aspects of students' motivation and engagement (Jones, 2010;Jones et al, 2014;Jones et al, 2015). For example, Jones (2010) found that the course format (face-to-face or online) and gender were factors that affected which components of the MUSIC model predicted students' behavioral engagement.…”

Section: Ijep -International Journal Of Educational Psychology 6(1) 27mentioning

confidence: 99%

“…For the Chinese sample, we used the same 4-item measure of effort used by Jones (2010) that was based on the 5-item Effort/Importance scale that is part of the Intrinsic Motivation Inventory (Plant & Ryan, 1985). This scale assesses the amount of perceived effort that students put forth in a course.…”

Section: Music ® Model Of Academic Motivation Inventory (College Studmentioning

confidence: 99%

See 2 more Smart Citations

Full Issue February 2017

Editors¹

2017

IJEP

View full text Add to dashboard Cite

The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.Keywords: Aggressive Behavior, Bullying, Personality Traits, Self-esteem and Values Psychology, Vol. 6 No. 1 February 2017 pp. 1-24 IJEP -International Journal of Educational ResumenLa investigación sobre violencia escolar y bullying ha resultado ser una línea de de trabajo científico que ha contribuido de forma importante a los estudios sobre agresividad humana, especialmente en los años de la niñez y la adolescencia. El trabajo que este artículo presenta revela que la conducta agresiva en sus dos patrones básicos: conducta agresiva proactiva y conducta agresiva reactiva tienen presencia en el fenómeno bullying, así como otros aspectos de la psicología de los implicados (por ej. Aspectos básicos de personalidad, la autoestima, y los valores. Este estudio relaciona ambos patrones (reactivo y proactivo) con la implicación o no implicación en acoso escolar. Los resultados manifiestan que aspectos básicos de la personalidad, como el neuroticismo, inciden en la implicación en bullying tanto de forma proactiva como de forma reactiva, al igual que la autoestima y los valores sociomorales en sus dimensiones social e individual. Los resultados obtenidos en este trabajo confirman que las variables relativas a valores personales y sociales están relacionadas con la agresión reactiva y proactiva en bullying, tanto para la implicación como para la no implicación en el mismo, aunque se destacan como los agresores muestran una mayor presencia del patrón agresivo pro-activo y las víctimas, con una mayor presencia del patrón reactivo.Palabras clave: Agresividad, acoso, rasgos de la personalidad, autoestima y valores. Psychology, 6(1) 1 nterpersonal violence. Labeling certain aggressive behaviors as "violence" is controversial within the field of scientific research. Regarded as an expression of aggressive attitudes and behaviors, violence carries social connotations that hinder the understanding o...

show abstract

Using the MUSIC Inventory to Evaluate Pathology Courses: an Exploratory Study

2022

View full text Add to dashboard Cite

Background The MUSIC Inventory evaluates student’s academic motivation across five constructs. We aimed to examine its use in undergraduate medical pathology courses. Activity Students from three pathology courses completed questions for three factors of the MUSIC Inventory plus one open-ended question. We conducted an exploratory analysis of the survey data. Results Results showed that the open-ended responses corresponded to differences in ratings on the MUSIC Inventory. Discussion Combining an open-ended question with the MUSIC Inventory identified differences in student motivation plus aspects of each course that could be improved. The MUSIC Inventory is an appropriate evaluation method for pathology teaching.

show abstract

An Examination of Motivation Model Components in Face-to-Face and Online Instruction

Abstract: Introduction. The MUSIC Model of Academic Motivation consists of psychological compo-

Cited by 48 publications

References 52 publications

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

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

Full Issue February 2017

Using the MUSIC Inventory to Evaluate Pathology Courses: an Exploratory Study

Contact Info

Product

Resources

About