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Running Head-Literature Review: Motivating Students to Engage in Learning

Week 3: Domain C Artifact #3 Supporting Literature Review

Kelly Burkhead

National University

March 17, 2018

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.

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Running Head-Literature Review: Motivating Students to Engage in Learning

Abstract

Following is a review of an article which discusses the MUSIC model in academic motivation.

The article is written by an educational psychologist who teaches and performs research in the

areas of motivation, teaching, and learning. Research and theory support this five part model.

The model’s purpose is to better engage students in learning by directing teachers to make

purposeful decisions while planning course design. Aspects including each part, background and

research, and examples will be discussed.

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Running Head-Literature Review: Motivating Students to Engage in Learning

“Academic motivation is not important in and of itself, but rather it is important because

motivated students tend to engage in activities that help them to learn and achieve highly in

academic settings” (“Motivating Students to Engage in Learning: The Music Model of Academic

Motivation", 2018, pg. 273). This motivation is a key element in students achieving academic

success. The MUSIC model’s five components include empowerment, usefulness, success,

interest, and caring.

The “M” in MUSIC is from “Empowerment” and refers to the control that students

believe they hold over their learning. Educators should ensure that students have a sense that

they are governing some piece of their learning. Research shows that the range of control from

teacher can vary from preferring full control to permitting more control on the student’s end.

Data suggests that students who are allowed to have more control over their learning result in

numerous benefits. Some of these include increased self-esteem and confidence.

The “U” represents usefulness in content presented. Some subject areas will require a

deeper and more explicit explanation for the practical knowledge of content taught. Studies

show that the more tightly that goals are related to relevance of coursework, the result is

increased motivation.

Students must be provided with the tools for success in a class. Students must feel that

the effort applied results in good grades. Teachers also need to clearly communicate what needs

to be done in order to accomplish academic success. Therefore, “S” signifies success and is

directly related to feelings of capability. Competence is what all students strive for and research

indicates that there is a high correlation between competence and success. When competence is

high, students are more likely to continue to take part and actually find the subject or activity

enjoyable.

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Running Head-Literature Review: Motivating Students to Engage in Learning

In order to successfully achieve learning a topic, it must be interesting. The “I”

represents “interesting” and encompasses the notion of educators making topics interesting in a

long-term sense. Areas of study that students find briefly captivating are of little impact in the

area of motivation. Long term interest is beneficial in appealing to deeper learning by

stimulating attention, memory, comprehension, deeper cognitive engagement, thinking, goal

setting, learning strategies, choice of major, and achievement.

“Caring” about student learning is what is represented by “C”. Teachers should

communicate that they care about student learning as it demonstrates a concern for students’

well-being. Without this aspect, students perceive a lack of support, which may hinder success.

“Caring relationships with instructors have been shown to be related to intrinsic motivation,

positive coping, relative autonomy, engagement in school, expectancies, values, effort, cognitive

engagement, self-efficacy, persistence, and performance (“Motivating Students to Engage in

Learning: The Music Model of Academic Motivation", 2018, pg. 279).

Teachers may implement the MUSIC model into many techniques. It is suggested to

begin by thinking how this model may be incorporated. Upon initial teaching of new lessons, it

is wise to consider the sections that are most important over considering all areas. Notes should

be kept regarding successful and unsuccessful aspects so that adaptations may be made. Lastly,

a great source of successful implementation may stem from peers and colleagues who can attest

that they incorporated a particular aspect themselves.

This article was both practical and helpful for a new teacher, such as this candidate. The

idea that a model is an acronym which is made up of typically used concepts within teaching

makes it easy to remember. When an idea is easy to recall, it is more likely to be put into

practice. This is definitely a strategy that will be kept in mind for further trial.

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Running Head-Literature Review: Motivating Students to Engage in Learning

References

Motivating Students to Engage in Learning: The Music Model of Academic Motivation.


(2018). Files.eric.ed.gov. Retrieved 16 March 2018, from
https://files.eric.ed.gov/fulltext/EJ899315.pdf

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