Validation Evidence for the Elementary School Version of the MUSIC® Model of Academic Motivation Inventory

Jones, Brett D.; Sigmon, Miranda L.

doi:10.14204/ejrep.38.15081

Cited by 19 publications

(12 citation statements)

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“…It is important to provide evidence that the five MUSIC perceptions are distinct in educational settings; otherwise, it is possible that some of the MUSIC perceptions may be very similar to one another and measure the same constructs. 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).…”

Section: Evidence For the Music Modelmentioning

confidence: 92%

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

Jones

2019

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The purposes of this study were to investigate the extent to which students’ course perceptions of the components of the MUSIC Model of Motivation (Jones, 2009, 2018) were related to their engagement in college courses and their instructor and course ratings. Participants included 285 college students who completed questionnaires once or twice during a course. The self-report scales demonstrated high internal reliability. The findings indicate that students’ MUSIC perceptions (i.e., perceptions of empowerment, usefulness, success, interest, and caring) were significantly related to their effort in the course, both when the variables were assessed at the same time point and when their effort was assessed at a later time point. These findings provide empirical evidence for relationships proposed in the MUSIC Model of Motivation theory. Students’ MUSIC perceptions were also related to their instructor and course ratings, both when the variables were assessed at the same time point and when their instructor and course ratings were assessed at a later time point. These findings are important for instructors because students’ MUSIC perceptions can be linked directly to categories of motivational strategies that can be used by instructors as they design instruction.

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Section: Evidence For the Music Modelmentioning

confidence: 92%

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

Jones

2019

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“…Consequently, the MUSIC Inventory was modified for use with elementary school students (Jones & Sigmon, 2016), middle and high school students Parkes, Jones, & Wilkins, 2015), and professors (Jones, 2015) (see Jones, 2012, for all of the available versions). In addition, there was a demand for its use by students whose native language was not English; as a result, the MUSIC Inventory has been translated to Icelandic (Schram, 2015) and Arabic (Mohamed, Soliman, & Jones, 2013), and has been shown to demonstrate acceptable psychometric properties.…”

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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

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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

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“…Although the ideas in the MUSIC model have been drawn from the work of many researchers (e.g., Ames, 1992;Bandura, 1997;Deci & Ryan, 1991;De Volder & Lens, 1982;Hidi & Renninger, 2006;Noddings, 1992;Wigfield & Eccles, 2000;see Jones, 2009 for further explanation), the MUSIC model incorporates these ideas into one model and is a convenient way for practitioners to understand current research and theory in the field of motivation. Factor analyses have demonstrated that the MUSIC components are correlated, yet distinct factors in samples of undergraduate students (Jones & Skaggs, 2016;Jones, Tendhar, & Paretti, 2016), middle and high school students (Jones & Wilkins, 2013;Parkes, Jones, & Wilkins, 2015), and elementary school students (Jones & Sigmon, 2016). In the sections that follow, we connect the elements of the Reggio Emilia Approach to the MUSIC model by discussing the components of the MUSIC model in order of empowerment, usefulness, success, interest, and caring.…”

Section: Wwwthemusicmodelcom) the Name Of The Model (Music) Is An mentioning

confidence: 99%

Examining the Reggio Emilia Approach: Keys to Understanding Why it Motivates Students

Gardner¹,

Jones²

2016

EJREP

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Because of the success of the Reggio Emilia Approach in early childhood education, it could be useful to researchers and practitioners to identify and explicate components of the approach that make it effective in motivating students. In this paper, we examine the Reggio Emilia Approach through the lens of the MUSIC ® Model of Motivation, a model based on key motivation components (i.e., empowerment, usefulness, success, interest, and caring) derived from current research and theory. We explain the connections between the Reggio approach and the MUSIC model using theoretical and practical examples to demonstrate that the success of the Reggio approach is in part due to the manner in which it is consistent with key motivation principles. We believe that educators could assess their own programs to deter-

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Validation Evidence for the Elementary School Version of the MUSIC® Model of Academic Motivation Inventory

Abstract: Introduction. The purpose of our study was to assess whether the Elementary School version

Cited by 19 publications

References 5 publications

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

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

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

Examining the Reggio Emilia Approach: Keys to Understanding Why it Motivates Students

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