Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation.
By Brett D. Jones. 2009
377 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/9c633ddb0a85b430b1e1f42fcb08e888308b17b6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Karen Nelson
- Holly M. Matusovich
- C. Picton
- Marie C. Paretti
- E. Kahu
- Jason W. Osborne
- Brett D. Jones
- G. Skaggs
Citations in the corpus
- Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, methodology): “The MUSIC model consists of five categories of teaching strategies that Jones (2009) derived from research and theory as ones that are critical to students’ engagement in academic settings: eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC is an acronym).”
- Student interest as a key driver of engagement for first year students. (2017, background): “For instance, Jones (2009) has proposed a model of student motivation that incorporates many of the pathways to situational interest and”
- Faculty Motivation: A Gateway to Transforming Engineering Education (2014, methodology): “in this study we followed the work and recommendations of others (Bong, 2001; Eccles & Wigfield, 2002; Jones, 2009) and broadly considered ability-related beliefs together.”
- The Effects of Mind Mapping Activities on Students' Motivation (2012, methodology): “The MUSIC model predicts that higher scores on the MUSIC components should be associated with increased student effort (Jones, 2009), which was what we documented in this study.”
- Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Although more research needs to be conducted to demonstrate the success of these types of strategies on increasing identification with academics in different educational contexts (Jones 2009), explains through his MUSIC Model of Academic Motivation how each of these strategies is grounded in researc”
- The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses (2013, methodology): “In this respect, the elements of the PBL-based courses appear to be successful at motivating students in the courses given that the MUSIC model components have been consistent predictors of students’ motivation in a variety of higher education courses (Jones, 2009).”