{"title":"Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory.","authors":"Brett D. Jones, G. Skaggs","doi":"10.20429/IJSOTL.2016.100107","DOIUrl":null,"url":null,"abstract":"This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students’ beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that were derived from research and theory as ones that are critical to students’ motivation ( Jones, 2009). Participants included 338 undergraduate students who provided questionnaire responses in reference to 221 different courses at a large public U.S. university. Our analyses included classical item analysis, confirmatory factor analysis, the calculation of Rasch measurement scales, and Pearson’s correlation coefficients. Results support the validity of scores produced by the MUSIC Inventory for use with college students. This inventory could be useful to instructors and researchers interested in assessing the effects of instruction on students’ motivational beliefs.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"71","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/IJSOTL.2016.100107","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 71
Abstract
This study provides validity evidence for the MUSIC Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012), which measures college students’ beliefs related to the five components of the MUSIC Model of Motivation (MUSIC model; Jones, 2009). The MUSIC model is a conceptual framework for five categories of teaching strategies (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) that were derived from research and theory as ones that are critical to students’ motivation ( Jones, 2009). Participants included 338 undergraduate students who provided questionnaire responses in reference to 221 different courses at a large public U.S. university. Our analyses included classical item analysis, confirmatory factor analysis, the calculation of Rasch measurement scales, and Pearson’s correlation coefficients. Results support the validity of scores produced by the MUSIC Inventory for use with college students. This inventory could be useful to instructors and researchers interested in assessing the effects of instruction on students’ motivational beliefs.
本研究为学业动机量表(MUSIC Inventory)的MUSIC模型提供了效度证据;Jones, 2012),它测量了大学生与MUSIC动机模型(MUSIC Model of Motivation;琼斯,2009)。MUSIC模型是五类教学策略(即授权、有用、成功、兴趣和关怀)的概念框架,这些策略是从研究和理论中得出的,对学生的动机至关重要(Jones, 2009)。参与者包括338名本科生,他们提供了关于美国一所大型公立大学221门不同课程的问卷回答。我们的分析包括经典项目分析、验证性因子分析、Rasch测量量表的计算和Pearson相关系数。结果支持音乐量表在大学生中使用的有效性。这份清单可以帮助教师和研究人员评估教学对学生动机信念的影响。