Measuring Students’ Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory

Jones, Brett D.; Skaggs, Gary

doi:10.20429/ijsotl.2016.100107

Cited by 71 publications

(130 citation statements)

References 31 publications

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“…For example, the five empowerment items are averaged to create a mean scale score for empowerment. The MUSIC Inventory has been shown to produce reliable and valid scores and to correlate with other measures as expected (Jones & Skaggs, 2016). The complete inventory is available at Jones (2012).…”

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

confidence: 89%

“…If the translation was successful, it would demonstrate not only the acceptable psychometric properties of the MUSIC Inventory in these languages, but it would also demonstrate that the MUSIC model is generalizable to cultures besides American (Jones & Skaggs, 2016), Icelandic (Schram & Jones, 2016), and Egyptian (Mohamed et al, 2013) cultures. Consequently, our primary research question was: Do Chinese and Spanish translations of the College Student version of the MUSIC Inventory demonstrate acceptable psychometric properties?…”

Section: Purpose and Research Questionmentioning

confidence: 99%

“…Empirical studies have documented that the MUSIC model components are distinct constructs in samples of undergraduate students (Jones, Osborne, Paretti, & Matusovich, 2014;Jones & Skaggs, 2016;Jones, Tendhar, & Paretti, 2015;Jones & Wilkins, 2013). In addition, the MUSIC model components have been shown to predict aspects of students' motivation and engagement (Jones, 2010;Jones et al, 2014;.…”

mentioning

confidence: 99%

“…The College Student version of the MUSIC Inventory has been shown to produce valid scores with samples of undergraduate students (Jones & Skaggs, 2016;. For example, Jones and Skaggs (2016) assessed undergraduate students' perceptions of many different types of courses to provide validity evidence for the use of the MUSIC Inventory with college students.…”

mentioning

confidence: 99%

“…For example, Jones and Skaggs (2016) assessed undergraduate students' perceptions of many different types of courses to provide validity evidence for the use of the MUSIC Inventory with college students. They used classical item analysis, factor analysis, correlations with similar scales, and Cronbach's alpha values to demonstrate the validity of the scores produced by the MUSIC Inventory.…”

mentioning

confidence: 99%

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

confidence: 89%

Section: Purpose and Research Questionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

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 psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

Farahani

Saeedi

2021

Nursing Open

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Motivation is one of the important concepts in nursing education (Miers et al., 2007;Zhang et al., 2015). Providing high-quality nursing services requires nursing students who are motivated to acquire a wide range of information and skills and a will to continuously learn and re-learn as the field develops (Bråten & Olaussen, 2007). The results of the literature review showed that the most important factors that have a positive effect on academic motivation in nursing students include the attitude of professors and families towards nursing (Oudi et al., 2006), scientific and practical competencies of instructors in clinical education, instructor behaviour with students (Hanifi et al., 2012), improving the quality of the learning environment (Aktaş & Karabulut, 2016;Karabulut et al., 2015) and a positive attitude towards the courses

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Motivating and Engaging Students Using Educational Technologies

Jones

2020

Handbook of Research in Educational Communications and Technology

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Measuring Students’ Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory

Cited by 71 publications

References 31 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

The psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

Motivating and Engaging Students Using Educational Technologies

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