A Brief Instructional Intervention to Increase Students’ Motivation on the First Day of Class

McGinley, Jared J.; Jones, Brett D.

doi:10.1177/0098628314530350

Cited by 38 publications

(30 citation statements)

References 8 publications

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“…For example, at the beginning of each assignment, the instructor can explain (verbally or in writing), how the assignment will benefit them or be useful to them in the future. Instructors can also ask students to tell one another why they find particular aspects of the course useful to them (McGinley & Jones, 2014).…”

Section: Discussionmentioning

confidence: 99%

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: Discussionmentioning

confidence: 99%

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

Jones

2019

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“…Firstly, although a design with a quasi-experimental group and a quasi-control group has been used, which increases the validity of the study in comparison to a pre-post design of a single group, we must point out that, just as happens in other similar studies (Donohoe et al, 2012;Blackwell et al, 2007;McGinley and Jones, 2014), the number of subjects per group was small, so we need to be cautious when making inferences. Second, future research could test the effect of reinforcements, weekly, biweekly or monthly, and analyze whether the change in students' mindsets is maintained or returned to its original state.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, it is interesting brief intervention conducted by a teacher on the first day of classes to improve motivation of university students (McGinley and Jones, 2014). The experimental group consisted of students of two classes, 14 first-year students and 39 fourthyear students.…”

Section: Brief Interventionsmentioning

confidence: 99%

Improving the perception of intelligence: a short intervention for Secondary School Students.

Medina-Garrido¹,

León²

2017

EJREP

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“…One means to accomplish this is to ask students to complete a self-report questionnaire with items related to each of the MUSIC model components. To do this, some researchers have pieced together scales from various instruments to assess students' perceptions of the MUSIC model T 28 Jones-Validation of the MUSIC Model 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.…”

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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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A Brief Instructional Intervention to Increase Students’ Motivation on the First Day of Class

Cited by 38 publications

References 8 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

Improving the perception of intelligence: a short intervention for Secondary School Students.

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

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