Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version

Abstract

The purpose of this study was to investigate the validity evidence for the use of the 19-item and 20-item short forms of the MUSIC Model of Academic Motivation Inventory (College Student version) with undergraduate students. These shorter forms of the MUSIC Inventory could be beneficial to teachers and researchers. Our analysis included inventory responses from 2951 undergraduate students in 32 courses at a large public university in the Southeastern United States. Validity evidence for the scores was based on our examination of three types of validity inference: scoring, generalization, and extrapolation. We compared the short and long forms of the MUSIC Inventory using descriptive statistics, Cronbach’s alpha values, Pearson’s correlation coefficients, and fit indices from factor analyses. We were able to confirm all five of the validation hypotheses, thus demonstrating that the short forms of the MUSIC Inventory can provide scores that are valid for use with undergraduate students.

The effect of promoting factors on learning by four teaching methods

“…Our research on learning by four teaching methods is grounded in the MUSIC Model of Motivation (18,19)and Jones's framework, providing a comprehensive perspective on enhancing and understanding student learning. Additionally, we have utilized several references in constructing our survey (2,5,18,19,28,40,41), supporting the theoretical foundation of our study. The use of multimedia instruction, such as videos and audio recordings, along with practical exercises simulating breathing di culties in line with Mayer and colleagues' recommendations (5,42,43), has been instrumental in diversifying the learning environment and enhancing student engagement.…”

“…Maintaining and fostering the motivation to learn is essential, as exempli ed by the MUSIC model developed by Professor Jones in 2016. This model is grounded in ve key dimensions that drive students' motivation (18,19).…”

Career-Related Teacher Support in Turkey: Scale Adaptation and Validation

“…Accordingly, Kane’s (2013) framework suggests that four inferences must be considered to ensure the validity of an assessment: scoring, generalization, extrapolation, and implications. Considering the examples that have utilized this framework (Jones & Wilkins, 2023; Gotch & French, 2020), three inference types were examined in the study and the accuracy of the arguments supporting these inferences was assessed. The implications of inference were not discussed, however, as they did not fall into the scope of the research.…”