The MUSIC^® Model of Academic Motivation Inventory (MUSIC Inventory) is a questionnaire that can be used for free by instructors and researchers to assess the motivational climate of a course or activity by measuring students’ perceptions of the five MUSIC components.

The User Guide for Assessing the Components of the MUSIC^® Model of Motivation contains the instructions, items, key, and validity evidence for the MUSIC Inventory. The five MUSIC Inventory scales were developed by Dr. Brett Jones as a multidimensional measure of motivational climate to assess five constructs related to the MUSIC Model of Academic Motivation: eMpowerment/autonomy, Usefulness, Success, Interest, and Caring (Jones, 2009, 2018). The User Guide also contains items that measure Course Motivation, Course Effort, Ease of Course, Overall Instructor Rating, and Overall Course Rating (see the “Other Items and Scales” section).

Research providing validity evidence for the MUSIC Inventory (in chronological order):

1. Jones, B. D., & Skaggs, G. E. (2016). Measuring students’ motivation: Validity evidence for the MUSIC Model of Academic Motivation Inventory. International Journal for the Scholarship of Teaching and Learning, 10(1).
2. Jones, B. D., & Sigmon, M. L. (2016). Validation evidence for the elementary school version of the MUSIC^® Model of Academic Motivation Inventory. Electronic Journal of Research in Educational Psychology, 14(1), 155-174.
3. Parkes, K., Jones, B. D., & Wilkins, J. (2015). Assessing music students’ motivation using the MUSIC Model of Academic Motivation Inventory. UPDATE: Applications of Research in Music Education. Advance online publication. doi:10.1177/8755123315620835
4. Pace, A. C., Ham, A.-J. L., Poole, T. M., Whaib, K. L. (2016). Validation of the MUSIC Model of Academic Motivation Inventory for use with student pharmacists. Currents in Pharmacy Teaching and Learning, 8, 589-597.
5. Jones, B. D., Li, M., & Cruz, J. M. (2017). A cross-cultural validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-speaking university students. International Journal of Educational Psychology, 6(1), 366-385. doi:10.17583/ijep.2017.2357.
6. Chittum, J., & Jones, B. D. (2017). Identifying pre-high school students’ science class motivation profiles to increase their science identification and persistence. Journal of Educational Psychology. Advance online publication. doi:10.1037/edu0000176
7. Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education. Advance online publication. doi:10.1080/09500693.2017.1319093
8. Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for use with veterinary medicine students. Frontiers in Veterinary Science, 6(11), 1-9. doi:10.3389/fvets.2019.00011
9. Hansen, M. C., Jones, B. D., Eack, S. M., Glenthoj, L. B., Ikezawa, S., Iwane, T., …Medalia, A. (2019). Validation of the MUSIC Model of Motivation Inventory for use with cognitive training for schizophrenia spectrum disorders: A multinational study. Schizophrenia Research, 206, 142-148. doi:10.1016/j.schres.2018.11.037
10. Saperstein, A. M., Jones, B. D., Hansen, M. C., & Medalia, A. (2020). The Cognitive Training version of the MUSIC^® Model of Motivation Inventory: A follow-up validity study. Schizophrenia Research. Available online January 7, 2020. doi:10.1016/j.schres.2019.12.027
11. Gladman, T., Gallagher, S., & Ali, A. (2020), MUSIC® for medical students: Confirming the reliability and validity of a multi-factorial measure of academic motivation for medical education, Teaching and Learning in Medicine. doi:10.1080/10401334.2020.1758704
12. Wilkins, J. L. M., Jones, B. D., & Rakes, L. (2021). Students’ class perceptions and ratings of instruction: Variability across undergraduate mathematics courses. Frontiers in Psychology, 12, Article 576282. https://doi.org/10.3389/fpsyg.2021.576282
13. Jones, B. D., & Wilkins, J. L. M. (2022). Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the short forms of the college student version. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829221121695
14. Jones, B. D., Khajavy, G. H., Li, M., Mohamed, H. E., & Reilly, P. (2023). Examining the cross-cultural validity of the MUSIC Model of Academic Motivation Inventory in English language courses. SAGE Open, 13(1), 1-16. https://journals.sagepub.com/doi/full/10.1177/21582440231156583
15. Jones, B. D., Wilkins, J. L. M., Schram, Á. B., Gladman, T., Kenwright, D., & Lucio-Ramírez, C. A. (2023). Validating a measure of motivational climate in health science courses. BMC Medical Education, 23, Article 548. https://doi.org/10.1186/s12909-023-04311-3
16. Jones, B. D., Ellis, M., Gu, F., & Fenerci, H. (2023). Motivational climate predicts effort and achievement in a large computer science course: Examining differences across sexes, races/ethnicities, and academic majors. International Journal of STEM Education, 10, Article 65. https://doi.org/10.1186/s40594-023-00457-0
17. Jones, B. D., Topuz, K., & Sahbaz, S. (2024). Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate. Studies in Educational Evaluation, 81, Article 101353. https://doi.org/10.1016/j.stueduc.2024.101353
18. Ellis, M., Jones, B. D., Gu, F., & Fenerci, H. (2024). Designing an effective motivational climate: Effects on students’ effort and achievement. International Journal for the Scholarship of Teaching and Learning, 18(1), Article 9. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol18/iss1/9

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