Validation of the MUSIC ® Model of Academic Motivation Inventory for use with student pharmacists

2019

cjsotl-rcacea

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.

Section: Evidence For the Music Modelmentioning

confidence: 89%

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

2019

cjsotl-rcacea

“…Less is known about the validity of the MUSIC Inventory when used for post-graduate students, such as those in professional schools. One study that examined the validity of the MUSIC Inventory for professional students found that it produced valid and reliable scores when used with student pharmacists (17). The authors of that study also concluded that it was practical for instructors to use and suggested that the MUSIC Inventory could provide useful information that instructors could use to redesign courses or to help struggling students.…”

Section: Introductionmentioning

confidence: 99%

Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use With Veterinary Medicine Students

Byrnes

Jones³

2019

Front. Vet. Sci.

The MUSIC® Model of Motivation is used to help instructors select strategies that can increase students' motivation and engagement in courses. The MUSIC model is comprised of five categories of strategies titled: empowerment, usefulness, success, interest, and caring. The purpose of this study was to examine the extent to which the MUSIC® Model of Academic Motivation Inventory (College Student version, short-form), demonstrates acceptable psychometric properties when used with students enrolled in a College of Veterinary Medicine. The inventory is comprised of five scales that correspond to the five MUSIC model components, and it measures the extent to which students perceive that: they have control in the course (empowerment); the activities in the course are useful to their future (usefulness); they can succeed in the course (success); the teaching activities and coursework are interesting (interest); and the instructor cares about students' learning and well-being (caring). The inventory has been validated for use with many different student populations, including students in different countries and of different ages (e.g., college students, middle and high school students, elementary school students). However, the inventory has not been validated for use with veterinary medicine students. We analyzed the data from 578 questionnaires that were obtained from students in six different courses at a College of Veterinary Medicine. We examined the psychometric properties of the MUSIC inventory by: (a) computing the internal consistency reliabilities for the scales; (b) calculating the fit indices and factor loadings obtained from confirmatory factor analyses; and (c) computing correlation coefficients between the inventory scales and students' self-reported effort in the course. The results provide evidence that the inventory demonstrates acceptable psychometric properties for use with veterinary medicine students. Consequently, the MUSIC Inventory can be used by researchers and instructors to assess students' motivation-related perceptions of courses.

“…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).…”

Section: Introductionmentioning

confidence: 99%

“…In comparison, the MMI includes the elements in both the IMI and PCS, as well as perceptions of the clinician as caring, which also has been shown to predict learners' motivation and engagement (Quin, 2016). Furthermore, the MMI can be administered easily and quickly in any type of educational setting using any type of instruction (Pace et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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

Hansen

Eack

et al. 2019

Schizophrenia Research

wrote part of the first draft of the manuscript, contributed to study design, adapted the MUSIC Model Inventory, recruited participating sites, organized data and conducted descriptive analyses. Brett D. Jones adapted the MUSIC Model Inventory, conducted statistical analyses, checked back translations of the Inventory for accuracy, and wrote part of the first draft of the manuscript. Alice M. Medalia conceived of the study, adapted the MUSIC Model Inventory, and contributed to the developing manuscript. Authors Marie C. Hansen, Brett D. Jones, and Alice M. Medalia modified the final manuscript. Shaun M. Eack oversaw data collection and Jessica A. Wojtali collected and organized the data from Pittsburgh. Louise Birkedal Glenthøj and Merete Nordentoft organized data collection in Denmark. Satoru Ikezawa, Atsuko Sunaga, Tatsuo Iwane, Yasuhiro Matsuda contributed to data collection in Japan. Keiko Maida translated the inventory into Japanese and organized the data collection in Japan and Kazuyuki Nakagome collected data and managed the progress in Japan. Sean A. Kidd and Gursharan Virdee coordinated data collection and organized data in Toronto, Canada. Martin Lepage coordinated data collection and organized data and Danielle Penney oversaw data collection and organization in Quebec, Canada. Jean-Pierre Lindenmayer implemented data collection and Isidora Ljuri and Veronica Ozog collected and organized data at Manhattan Psychiatric Center. Alice M. Saperstein coordinated data collection and organized data at Columbia University Medical Center. Sophia Vinogradov collected and organized data from Minnesota. All authors critically read, contributed to, and have approved the final manuscript.