Abstract
The MUSIC® Model of Motivation is used to help instructors select strategies that can increase students' motivation and engagement in courses. The MUSIC model is comprised of five categories of strategies titled: empowerment, usefulness, success, interest, and caring. The purpose of this study was to examine the extent to which the MUSIC® Model of Academic Motivation Inventory (College Student version, short-form), demonstrates acceptable psychometric properties when used with students enrolled in a College of Veterinary Medicine. The inventory is comprised of five scales that correspond to the five MUSIC model components, and it measures the extent to which students perceive that: they have control in the course (empowerment); the activities in the course are useful to their future (usefulness); they can succeed in the course (success); the teaching activities and coursework are interesting (interest); and the instructor cares about students' learning and well-being (caring). The inventory has been validated for use with many different student populations, including students in different countries and of different ages (e.g., college students, middle and high school students, elementary school students). However, the inventory has not been validated for use with veterinary medicine students. We analyzed the data from 578 questionnaires that were obtained from students in six different courses at a College of Veterinary Medicine. We examined the psychometric properties of the MUSIC inventory by: (a) computing the internal consistency reliabilities for the scales; (b) calculating the fit indices and factor loadings obtained from confirmatory factor analyses; and (c) computing correlation coefficients between the inventory scales and students' self-reported effort in the course. The results provide evidence that the inventory demonstrates acceptable psychometric properties for use with veterinary medicine students. Consequently, the MUSIC Inventory can be used by researchers and instructors to assess students' motivation-related perceptions of courses.
Highlights
The MUSIC R Model of Motivation [MUSIC model; (1, 2)] is an organizational framework that can be used by instructors and researchers to design motivating instruction and to examine students’ motivation in educational settings
The MUSIC Inventory scales were moderately correlated with each other as expected, with most correlations falling in the range of 0.30 to 0.60
For the short-form examined in the present study, the Comparative Fit Index (CFI) values indicate a good fit (21), the SRMR values indicate a good fit (21), and the Root Mean Square Error of Approximation (RMSEA) values indicate a reasonable fit (22)
Summary
The MUSIC R Model of Motivation [MUSIC model; (1, 2)] is an organizational framework that can be used by instructors and researchers to design motivating instruction and to examine students’ motivation in educational settings. The MUSIC model was developed based on research and has been used in a variety of ways in higher education, such as (a) to investigate students’ motivation-related perceptions in courses or programs (3–6), (b) to design or redesign courses (7, 8), (c) to develop motivational interventions to improve instruction (9), and (d) to investigate the relationships between students’ course perceptions and their identification with a domain (e.g., their value for engineering) and career goals (10, 11). For these uses of the MUSIC model, it is often necessary for instructors and researchers to assess students’ MUSIC-related perceptions in a course (e.g., perceptions of the usefulness of the course). A mean scale score is obtained by averaging the items in each scale
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