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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