Videos by Brett D . Jones
This video describes the MUSIC Model of Motivation and strategies that teachers can use to increa... more This video describes the MUSIC Model of Motivation and strategies that teachers can use to increase students' motivation and engagement. 81 views
Papers by Brett D . Jones
International journal of educational psychology, Feb 24, 2017
The purpose of this study was to examine the extent to which Chinese and Spanish translations of ... more The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC ® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students' perceptions of the five MUSIC ® Model of Motivation components.
International journal for the scholarship of teaching and learning, 2024
We present a case study that demonstrates how instructors can intentionally design a positive mot... more We present a case study that demonstrates how instructors can intentionally design a positive motivational climate in online and hybrid courses. We also examine the extent to which students' perceptions of the motivational climate predict their effort and achievement across three different modalities (face-to-face [FTF], online, and hybrid) of the same course. We surveyed students in an undergraduate computer science course once a semester for three consecutive years (FTF in Year 1, online in Year 2, and hybrid in Year 3). Measures included motivation-related scales and final course grades. Our findings, based on survey responses from 981 students, demonstrate that it is possible to create a motivational climate in online and hybrid courses that is as good or better than the motivational climates in a FTF course. Across the FTF, online, and hybrid courses, students' perceptions of the motivational climate predicted their effort and achievement in similar ways, with perceptions of usefulness, interest, and success serving as the strongest predictors.
Electronic Journal of Research in Educational Psychology, 2010
Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto Estudio ... more Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto Estudio de componentes de un modelo de motivación en la enseñanza presencial y online
International Journal for the Scholarship of Teaching and Learning
A course syllabus can affect students' perceptions of the motivational climate within a course. Y... more A course syllabus can affect students' perceptions of the motivational climate within a course. Yet, few researchers have conducted experimental studies of students' perceptions of syllabi in courses in which they were currently enrolled. The purpose of the present studies was to assess the extent to which syllabi language and organization affected students' motivation-related perceptions in hypothetical and real courses. In Study 1, undergraduate students reported their motivation-related perceptions for hypothetical syllabi statements about the course overview, late submissions, attendance, and use of electronics. Statistically significant differences in perceptions were documented between different types of syllabi statements. Study 2 was an experimental study in which students in a "real" course were randomly assigned either a regular syllabus or one that was designed to increase their motivation-related perceptions. No statistically significant differences were documented between the two groups for students' motivation-related perceptions. Implications for instructors and researchers are provided.
CreateSpace Independent Publishing Platform eBooks, 2018
Journal of Invitational Theory and Practice
The purpose of this study was to assess administrators’ professionally and personallyinviting beh... more The purpose of this study was to assess administrators’ professionally and personallyinviting behaviors and examine whether administrators’ reported behaviorswere correlated with school rankings, job satisfaction, school climate, ortime spent on instructional leadership. Overall, both principals and assistantprincipals reported engaging in high levels of professionally and personallyinviting behaviors. This suggests that, with respect to inviting leadership behaviors,administrators believe that they have adjusted to the demands of Florida’stest-based accountability system and are able to be inviting leaders.
International Journal of STEM Education
Background The motivational climate within a course has been shown to be an important predictor o... more Background The motivational climate within a course has been shown to be an important predictor of students’ engagement and course ratings. Because little is known about how students’ perceptions of the motivational climate in a computer science (CS) course vary by sex, race/ethnicity, and academic major, we investigated these questions: (1) To what extent do students’ achievement and perceptions of motivational climate, cost, ease, and effort vary by sex, race/ethnicity, or major? and (2) To what extent do the relationships between students’ achievement and perceptions of motivational climate, cost, and effort vary by sex, race/ethnicity, and major? Participants were enrolled in a large CS course at a large public university in the southeastern U.S. A survey was administered to 981 students in the course over three years. Path analyses and one-way MANOVAs and ANOVAs were conducted to examine differences between groups. Results Students’ perceptions of empowerment, usefulness, inter...
Afterschool Matters, 2017
Because video games are so popular with young people, researchers have explored ways to use game ... more Because video games are so popular with young people, researchers have explored ways to use game play to engage students in school subjects (Peppler & Kafai, 2007; Rockwell & Kee, 2011; Small, 2011). Motivating students in science is especially important because of declines both in the number of young people who choose science careers and in the number of adults who have a sufficient grasp of science to make thoughtful decisions (Bell, Lewenstein, Shouse, & Feder, 2009). To counter these trends, informal science educators have adopted video games and simulations as teaching tools and have called for research on how games can motivate youth to engage with science (Honey & Hilton, 2011). Video games that provide level-building capabilities (Reiber, 2005) can be particularly useful in fostering informal science learning. To add to the knowledge base, we studied how students used level-based video game development in an out-of-school time (OST) setting to learn science content.
American journal of engineering education, Dec 1, 2017
This study had three purposes and four hypotheses were tested. Three purposes: (1) To use hierarc... more This study had three purposes and four hypotheses were tested. Three purposes: (1) To use hierarchical linear modeling (HLM) to investigate whether students' perceptions of their engineering career intentions changed over time; (2) To use HLM to test the effects of gender, engineering identification (the degree to which an individual values a domain as an important part of the self), and engineering program expectancy (one's belief in the possibility of his or her success in engineering) on the growth trajectory of students' engineering career intentions; and (3) To introduce the uses of longitudinal design and growth curve analysis in engineering education research. Survey data was collected at four time points using measures that produce scores with known validity. Sample sizes at each time point were 470, 239, 129, and 115, respectively. We used SPSS 22.0 to perform descriptive statistics and reliability analyses, and HLM version 7.0 to analyze growth. Between their first and third years, undergraduate students' perceived engineering career intentions neither grew nor declined significantly, with no significant difference between male and female students. Engineering identification significantly predicted individual differences when controlling for engineering program expectancy, whereas engineering program expectancy did not predict career intentions when controlling for engineering identification. These findings are possibly signs of overall stabilization of the declining trends in career intentions and reversal of women's perceptions of commitment to engineering careers. The contributions and limitations of this study are also discussed.
Oxford University Press eBooks, May 15, 2014
Journal of Career Development, Jul 26, 2016
The purpose of this study was to examine whether students’ perceptions in a first-year university... more The purpose of this study was to examine whether students’ perceptions in a first-year university engineering course affected their engineering identification, motivational beliefs, and engineering major and career goals. Based on current motivation models and theories, we hypothesized that students’ perceptions of the components of the MUSIC Model of Motivation (the MUSIC model) in one of their first university engineering courses would predict their engineering identification, which would predict their major and career goals. We conducted exploratory factor analyses on an estimation sample of 110 students and used a two-step structural equation modeling approach with a validation sample of 333 first-year engineering undergraduates. The measurement and structural model fit indices demonstrated that the hypothesized model provided a good fit to the data, indicating that students’ perceptions of four of the five MUSIC model components were statistically related to students’ engineering identification, which then predicted their major and career goals.
Teaching of Psychology, Apr 1, 2014
What an instructor does on the first day of a course can impact students’ motivation in the cours... more What an instructor does on the first day of a course can impact students’ motivation in the course. To build upon these prior research findings, we implemented a first-day intervention to influence students’ motivation by increasing their perceptions of course interest, course usefulness, and instructor caring. The participants were undergraduate students ( n = 111) enrolled in either an introductory or an upper-level psychology class. The instructor implemented an experimental intervention to some sections but not to others. The intervention allowed students to discuss the usefulness of and their interest in the course with one another and to interact with a caring instructor. As hypothesized, students’ perceptions of course interest and instructor caring increased significantly; although perceptions of course usefulness did not.
Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additio... more Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additionally Dr. Matusovich has four years of experience as a consulting engineer and seven years of industrial experience in a variety of technical roles related to metallurgy and quality systems for an aerospace supplier. Dr. Matusovich's research interests include the role of motivation in learning engineering as well as retention and diversity concerns within engineering education and engineering as a profession.
2011 ASEE Annual Conference & Exposition Proceedings, Sep 4, 2020
Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additio... more Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additionally Dr. Matusovich has four years of experience as a consulting engineer and seven years of industrial experience in a variety of technical roles related to metallurgy and quality systems for an aerospace supplier. Dr. Matusovich's research interests include the role of motivation in learning engineering as well as retention and diversity concerns within engineering education and engineering as a profession.
The International Journal of Teaching and Learning in Higher Education, 2009
The purpose of this article is to present a model of academic motivation that can be used by inst... more The purpose of this article is to present a model of academic motivation that can be used by instructors to design courses that will engage students in learning. The model, based on research and theory, consists of five components that an instructor should consider when designing instruction: (1) empowerment, (2) usefulness, (3) success, (4) interest, and (5) caring. In this article, I describe the components of the model by discussing the key concepts of the components, summarizing the background research and theories that support the importance of the components, and providing questions, suggestions, and examples that instructors should consider when designing instruction. My hope is that novice, as well as experienced, instructors will find this model and the associated suggestions and examples useful as a reference tool to which they can refer when designing instruction.
International Journal of Engineering Education, 2014
The MUSIC Model of Academic Motivation and a model of domain identification have been shown to be... more The MUSIC Model of Academic Motivation and a model of domain identification have been shown to be useful models to explainstudents’ motivation. We used these models to examine the extent to which students’ perceptions of a first-year engineeringcornerstone course affected their engineering identification and motivational beliefs (i.e., engineering utility, engineering programbelonging, and engineering program expectancy), as well as the extent to which students’ engineering identification andmotivational beliefs affected their course effort, course grades, and engineering major and career goals. We surveyed 365 first-yearengineering students enrolled in an introductory design course at a large U.S. public university. A series of structural equationmodels were estimated, with each model answering a different question and examining a different outcome. The results provideevidence to support the validity of the MUSIC model and model of domain identification with a sample of undergraduateengineering students. This evidence includes the fact that significant relationships existed between variables that the model predictedshould be related, such as course perceptions, domain identification, motivational beliefs, effort, and academic outcomes. Becausestudents’ perceptions of the MUSIC model components in the engineering course were related to students’ engineeringidentification and motivational beliefs, it might be possible to develop course curricula and methods directed towards the MUSICcomponents that could foster these important academic outcomes.
BMC Medical Education
Purpose The aim of the study was to examine the validity evidence for the 19-item form of the MUS... more Purpose The aim of the study was to examine the validity evidence for the 19-item form of the MUSIC Model of Academic Motivation Inventory (College Student version) within health science schools in three different countries. The MUSIC Inventory includes five scales that assess the motivational climate by measuring students’ perceptions related to five separate constructs: empowerment, usefulness, success, interest, and caring. Background The 26-item form of the MUSIC Inventory has been validated for use with undergraduate students and with students in professional schools, including students at a veterinary medicine school, a pharmacy school, and a medical school. A 19-item form of the MUSIC Inventory has also been validated for use with undergraduate students, but it has not yet been validated for use with medical school students. The purpose of this study was to provide validity evidence for the use of the 19-item form in heath science schools in three different countries to deter...
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Videos by Brett D . Jones
Papers by Brett D . Jones
The title of the book, Motivating Students by Design, was chosen because the author explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with over 100 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.
The title of the book, Motivating Students by Design, was chosen because the author explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with over 100 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.