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The MUSIC Model of Academic Motivation

www.MotivatingStudents.info. The MUSIC Model of Academic Motivation. The MUSIC model approach to motivation. Instructor meets students’ motivational needs. Instructor creates motivating conditions. Students become engaged in the process. Students learn more.

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The MUSIC Model of Academic Motivation

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  1. www.MotivatingStudents.info The MUSIC Model of Academic Motivation

  2. The MUSIC model approach to motivation • Instructor meets students’ motivational needs Instructor creates motivating conditions Students become engaged in the process Students learn more

  3. How can instructors support students’ motivation? (Jones, 2009) • Instructor • creates motivating conditions: • eMpowerment • Usefulness • Success • Interest • Caring Students become engaged in the process Students learn more

  4. MUSIC Model of Academic Motivation (Jones, 2009) The model consists of 5 primary components and is based on research and theories eMpowerment Usefulness Success Interest Caring

  5. MUSIC Model of Academic Motivation Instructors need to ensure that students: • believe that they have some control over some aspect of their learning • understand why the content is useful • believe that they can succeed if they put forth the effort • are interested in what they are supposed to be learning • believe that the instructor cares about whether they meet the course objectives eMpowerment Usefulness Success Interest Caring

  6. M – Design for eMpowermentusic

  7. Design for eMpowerment • Do students believe that they have control over some aspects of their learning? • Example: Providing choices 2. Do students believe that the instructor empowers them and does not try to manipulate their behavior? • Example: Providing rationales for rules/directions

  8. mU – Design for Usefulnesssic

  9. Design for Usefulness 1. Do students understand why what they are learning is useful to their interests, to their career goals, and/or in the “real-world”? • Example: Explicitly explaining the usefulness • Example: Providing activities that demonstrate usefulness

  10. muS – Design for Successic

  11. Design for Success 1. Do students understand the instructor’s expectations of them? • Example: Having explicit grading criteria 2. Do students find the learning activities challenging in that they are not too hard or easy? • Example: Dividing complex learning activities into sections 3. Do students receive regular feedback about their level of competence? • Example: Providing opportunities for regular feedback 4. Do students believe that they can succeed if they put forth the effort? • Example: Providing a “study tips” guide

  12. musI – Design for Interestc

  13. Design for Interest 1. Do students demonstrate a situational interest in the course activities? • Examples: Using novelty, social interaction, games, humor; engendering emotions; varying learning activities; providing surprising information

  14. musiC – Design for Caring

  15. Design for Caring 1. Do students believe that the instructor cares about whether they achieve the course objectives? • Example: Devoting time to helping students academically 2. Do students believe that the instructor cares about their well-being? • Example: Making reasonable accommodations for extraordinary events

  16. MUSIC Model of Academic Motivation eMpowerment Usefulness Success Interest Caring A full explanation of the model is provided in the following article linked to the Research page at www.MotivatingStudents.info • Jones, B. D. (2009).Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285. • Also: http://www.isetl.org/ijtlhe/pdf/IJTLHE774.pdf

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