The MUSIC Model Research Lab
The purpose of the MUSIC Model Research Lab is to investigate the motivational climate in learning environments (such as activities, classes, online courses) to create inclusive and equitable learning experiences for students. The motivational climate is defined as “the aspects of the psychological environment that affect students’ motivation and engagement within a course” (Jones et al., 2022, p. 1), which include the five MUSIC model components. Research indicates that the MUSIC components of the motivational climate are related to students’ engagement (e.g., effort), domain identification, and instructor and course ratings.
Researchers from around the world have affiliated with the lab and are conducting many different types of research. Some researchers have used the model to design instruction and to assess the outcomes on students’ motivation. Others have used the model to assess students’ perceptions and how these perceptions are related to other constructs and outcomes. Yet others have worked with Dr. Jones to translate the MUSIC Inventory to other languages.
Books
Summary of Research with Abstracts
— A summary with abstracts of the research produced by the MUSIC Model Lab and other researchers is available here.
Funded Research Projects
— Motivating Students in Computer Science
— Training Teaching Assistants (TAs) to Motivate Students
Research publications by the MUSIC Model Research Lab
(click on the publications; they are in reverse chronological order)
- 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
- 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
- Byrnes, M. K., Jones, B. D., & Holt Foerst, E. M. (2024). Examining the motivational climate and student effort in professional competency courses: Suggestions for improvement. Journal of Veterinary Medical Education, 51(3), 326-348. https://doi.org/10.3138/jvme-2022-0100.
- 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
- 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
- Jones, B. D., Byrnes, M. K., & McKenzie, H. (2023). An affective assessment intervention to improve the motivational climate in courses. International Journal of Teaching and Learning in Higher Education, 35(1), 229-239. https://www.isetl.org/ijtlhe/ijtlhe-article-view.php?mid=4453
- 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
- Jones, B. D., & Zhu, X. (2022). The effects of syllabus statements on students’ perceptions of the motivational climate in a course. International Journal for the Scholarship of Teaching and Learning, 16(3), Article 3. https://doi.org/10.20429/ijsotl.2022.160303
- 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
- Li, M., Jones, B. D., Williams, T. O., & Guo, Y. (2022). Chinese students’ perceptions of the motivational climate in college English courses: Relationships between course perceptions, engagement, and achievement. Frontiers in Psychology, 13, Article 853221. https://doi.org/10.3389/fpsyg.2022.853221
- Jones, B. D., Miyazaki, Y., Li, M., & Biscotte, S. (2022). Motivational climate predicts student evaluations of teaching: Relationships between students’ course perceptions, ease of course, and evaluations of teaching. AERA Open, 8(1), 1-17. https://journals.sagepub.com/doi/10.1177/23328584211073167
- Jones, B. D., Fenerci-Soysal, H., & Wilkins, J. L. M. (2022). Measuring the motivational climate in an online course: A case study using an online survey tool to promote data-driven decisions. Project Leadership & Society, 3, Article 100046. https://doi.org/10.1016/j.plas.2022.100046
- Munz, S., & Jones, B. D. (2021). Increasing athletes’ engagement and performance using the MUSIC Model of Motivation. Journal of Contemporary Athletics, 15(4), 263-281.
- Jones, B. D., Krost, K., & Jones, M. W. (2021). Relationships between students’ course perceptions, effort, and achievement in an online course. Computers and Education Open, 2, Article 100051. https://doi.org/10.1016/j.caeo.2021.100051
- Topuz, K., Jones, B. D., Sahbaz, S., & Moqbel, M. (2021). Methodology to combine theoretical knowledge with a data-driven probabilistic graphical model. Journal of Business Analytics, 4(2), 125-139. https://doi.org/10.1080/2573234X.2021.1937351
- 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
- Jones, B. D. (2020). Engaging second language learners using the MUSIC Model of Motivation. Frontiers in Psychology, 11(1204), 1-6. doi:10.3389/fpsyg.2020.01204
- Jones, B. D., Biscotte, S., & Harrington Becker, T. (2020). Using a motivation model and student data to redesign general education courses: An examination of a faculty development approach. Journal of General Education, 69(3-4), 235-250. https://doi.org/10.5325/jgeneeduc.69.3-4.0235
- Jones, B. D. (2020). Motivating and engaging students using educational technologies. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla. (Eds.), Handbook of Research in Educational Communications and Technology: Learning Design (5th ed., pp. 9-35). Cham, Switzerland: Springer. doi:10.1007/978-3-030-36119-8_2
- Jones, B. D. (2020). Using the MUSIC Model of Motivation to engage students. The Virginia English Journal, 69(2), 5-7.
- Li, M., Jones, B. D., Cao, G., & Wang, D. (2020). The effects of edutainment strategies on student motivation and engagement in college EFL classes. In Z. Pan, A. Cheok, W. Müller, & M. Zhang (Eds.), Transactions on Edutainment XVI (pp. 3-12). Springer: Berlin.
- Mullins, B., Jones, B. D., & LaCroix, T. J. (2020). Designing for and assessing students’ motivation in mathematics classes. Illinois Mathematics Teacher, 65(1).
- Jones, B. D., Biscotte, S., & Harrington Becker, T. (2020). Using a motivation model and student data to redesign general education courses: An examination of a faculty development approach. Journal of General Education, 69(3-4), 235-250. https://doi.org/10.5325/jgeneeduc.69.3-4.0235
- 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
- Chittum, J. R., Jones, B. D., & Carter, D. M. (2019). A person-centered investigation of patterns in college students’ perceptions of motivation in a course. Learning and Individual Differences, 69, 94-107. doi:10.1016/j.lindif.2018.11.007
- 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
- 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
- Jones, B. D. (2019). Testing the MUSIC Model of Motivation Theory: Relationships between students’ perceptions, engagement, and overall ratings. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3), 1-15.
- Jones, B. D., & Carter, D. (2019). Relationships between students’ course perceptions, engagement, and learning. Social Psychology of Education: An International Journal, 22, 819-839. doi:10.1007/s11218-019-09500-x
- Li, M., & Jones, B. D. (2019). Transforming traditional teaching: A professional development program for the college EFL teachers. Theory and Practice in Language Studies, 9(12), 1494-1500. doi:10.17507/tpls.0912.05
- Jones, B. D. (2018). Motivating students by design: Practical strategies for professors (2nd ed.). CreateSpace. https://vtechworks.lib.vt.edu/handle/10919/102728
- LaCroix, T. J., Jones, B. D., & Triggs, K. (2018). Assessing high school students’ motivation in the mathematics classroom. Virginia Mathematics Teacher, 45(1), 33-40.
- 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
- Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(11), 1-16. doi:10.1186/s40594-017-0065-4
- Evans, M. A., Jones, B. D., & Akalin, S. (2017). Using video game design to motivate students. Afterschool Matters, 26, 18-26.
- 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.
- 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
- Mora, C. E., Anorbe-Diaz, B., Gonzalez-Marrero, A. M., Martin-Gutierrez, J., & Jones, B. D. (2017). Motivational factors to consider when introducing problem-based learning in engineering education courses. International Journal of Engineering Education, 33(3), 1000-1017.
- Tu, H.-W., Jones, B. D. (2017). Redesigning a neuroscience laboratory course for multiple sections: An action research project to engage students. The Journal of Undergraduate Neuroscience Education, 15(2), A137-A143.
- Evans, M. A., Schnittka, C., Jones, B. D., & Brandt, C. B. (2016). Studio STEM: A model to enhance integrative STEM literacy through engineering design. In L. A. Annetta, & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways (pp. 107-137). Switzerland: Springer. doi:10.1007/978-3-319-16399-4_5
- Gardner, A. F., & Jones, B. D. (2016). Examining the Reggio Emilia approach: Keys to understanding why it motivates students. Electronic Journal of Research in Educational Psychology, 14(3), 602-625.
- Jones, B. D. (2016). Teaching motivation strategies using the MUSIC® Model of Motivation as a conceptual framework. In M. C. Smith, & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 123-136). Charlotte, NC: Information Age Publishing.
- 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.
- 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).
- Jones, B. D., Tendhar, C., & Paretti, M. C. (2016). The effects of students’ course perceptions on their domain identification, motivational beliefs, and goals. Journal of Career Development, 43(5), 383-397. doi:10.1177/0894845315603821
- Schram, A. B., & Jones, B. D. (2016). A cross-cultural adaptation and validation of the Icelandic version of the MUSIC Model of Academic Motivation Inventory. Icelandic Journal of Education, 25(2), 159-181.
- Chittum, J. R., & Jones, B. D. (2015). Motivating students to engage during reading instruction: Intentionally designing instruction using a model of academic motivation. Ohio Reading Teacher, 45(1), 29-40.
- Jones, B. D., Chittum, J. R., Akalin, S., Schram, A. B., Fink, J., Schnittka, C.,…Brandt, C. (2015). Elements of design-based science activities that affect students’ motivation. School Science and Mathematics, 115(8), 404-415. doi:10.1111/ssm.12143
- Jones, B. D., Ruff, C., & Osborne, J. W. (2015). Fostering students’ identification with mathematics and science. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 331-352). Washington, DC: American Educational Research Association. doi: 10.3102/978-0-935302-42-4_19
- 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
- Evans, M. A., Jones, B. D., & Biedler, J. (2014). Video games, motivation, and learning. In F. C. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 273-289). New York, NY: Oxford University Press.
- Jones, B. D., Osborne, J. W., Paretti, M. C., & Matusovich, H. M., (2014). Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes. International Journal of Engineering Education, 30(6A), 1340-1356.
- McGinley, J. J., & Jones, B. D. (2014). A brief instructional intervention to increase students’ motivation on the first day of class. Teaching of Psychology, 41(2), 158-162. doi:10.1177/0098628314530350
- Hall, S., Jones, B. D., Amelink, C., & Hu, D. (2013). Educational innovation in the design of an online nuclear engineering curriculum. The Journal of Effective Teaching, 13(2), 58-72.
- Jones, B. D., Epler, C. M., Mokri, P., Bryant, L. H., & Paretti, M. C. (2013). The effects of a collaborative problem-based learning experience on students’ motivation in engineering capstone courses. Interdisciplinary Journal of Problem-based Learning, 7(2), 34-71. doi:10.7771/1541-5015.1344
- Jones, B. D., & Wilkins, J. L. M. (2013). Testing the MUSIC Model of Academic Motivation through confirmatory factor analysis. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(4), 482-503. doi:10.1080/01443410.2013.785044
- Mohamed, H. E., Soliman, M. H., & Jones, B. D. (2013). A cross-cultural validation of the MUSIC Model of Academic Motivation and its associated inventory among Egyptian university students. Journal of Counseling Quarterly Journal, 36, 2-14.
- Jones, B. D., Ruff, C., Snyder, J. D., Petrich, B., & Koonce, C. (2012). The effects of mind mapping activities on students’ motivation. International Journal for the Scholarship of Teaching and Learning, 6(1), 1-21.
- Jones, B. D., Watson, J. M., Rakes, L., & Akalin, S. (2012). Factors that impact students’ motivation in an online course: Using the MUSIC Model of Academic Motivation. Journal of Teaching and Learning with Technology, 1(1), 42-58.
- Schnittka, C. G., Brandt, C. B., Jones, B. D., & Evans, M. A. (2012). Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. Advances in Engineering Education, 3(2), 1-31.
- Jones, B. D. (2010). An examination of motivation model components in face-to-face and online instruction. Electronic Journal of Research in Educational Psychology, 8(3), 915-944.
- 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.
Meet the Affiliates (scroll right to see more)
Sumeyra Sahbaz, PhD
Affiliate
Post-doctoral Fellow and Program Manager for the Center for Immigrant Health and Education, Oklahoma State University, U.S.
Stephen Biscotte, PhD
Affiliate
Assistant Provost for Undergraduate Education, Virginia Tech, U.S.
Carlos Efrén Mora, PhD
Affiliate
Assistant Professor, Polytechnic School of Engineering, University of La Laguna, Canary Islands
Hanaa E. M. A. Hussein, PhD
Affiliate
Professor, Educational Psychology Department, Fayoum University, Egypt
Lee Rakes, PhD
Affiliate
Director of Institute Assessment and Evaluation, Virginia Military Institute, U.S.
Gholam Hassan Khajavy, PhD
Affiliate
Assistant Professor, Department of Foreign Languages, University of Bojnord, Iran
Yasuo Miyazaki, PhD
Affiliate
Professor, Educational Research and Evaluation, School of Education, Virginia Tech, U.S.
Alice Medalia, PhD
Affiliate
Professor, Director of Psychiatric Rehabilitation Services, Columbia University, U.S.
Ming Li, PhD
Affiliate
Associate Professor, School of Foreign Languages, Shanghai University of Engineering Science, Songjiang, Shanghai, China
Asta Schram, PhD
Affiliate
Director of Pedagogy, School of Health Sciences, University of Iceland, Iceland
Stephan Munz, PhD
Affiliate
Athletics BW/German Athletics Association, Stuttgart, Germany
Jessica Chittum, PhD
Affiliate
Director of Assessment and Pedagogical Innovation, Association of American Colleges and Universities, U.S.
Hande Fenerci-Soysal, MA
Affiliate
Doctoral Student, School of Education, Educational Psychology Program, Virginia Tech, U.S.
Zeynep Ambarkutuk, BS
Affiliate
Doctoral Student, School of Education, Educational Psychology Program, Virginia Tech, U.S.
Jay Wilkins, PhD
Affiliate
Professor, School of Education, Mathematics Education Program, Virginia Tech, U.S.
Fei Gu, PhD
Affiliate
Assistant Professor, School of Education, Educational Research and Evaluation, Virginia Tech, U.S.
Meghan Byrnes, PhD, DVM
Affiliate
Dept. of Small Animal Clinical Sciences, VA-MD College of Veterinary Medicine, Virginia Tech, U.S.
Kazim Topuz, PhD
Affiliate
Assistant Professor of Business Analytics & Operations Management in the Collins College of Business, Tulsa University, U.S.
Peter Reilly
Affiliate
Professor, English Foreign Language (EFL), Universidad Panamericana, Campus Bonaterra, Mexico
Margaret Ellis, MS
Affiliate
Associate Professor of Practice, Computer Science, Virginia Tech, U.S.
Saylor Bane, MA
Affiliate
Doctoral Student, School of Education, Educational Psychology Program, Virginia Tech, U.S.
Juan M. Cruz, PhD
Affiliate
Assistant Professor, Experiential Engineering Education Department (ExEED), Rowan University