1. www.MotivatingStudents.info

2.  Instructor meets students’ motivational needs Instructor creates motivating conditions Students become engaged in the process Students learn more

3. Instructor creates motivating conditions: eMpowerment Usefulness Success Interest Caring Students become engaged in the process Students learn more

4. eMpowerment Usefulness Success Interest Caring The model consists of 5 primary components and is based on research and theories

5.  believe that they have some control over some aspect of their learning  understand why the content is useful  believe that they can succeed if they put forth the effort  are interested in what they are supposed to be learning  believe that the instructor cares about whether they meet the course objectives e M powerment U sefulness S uccess I nterest C aring Instructors need to ensure that students:

7. 1.Do students believe that they have control over some aspects of their learning?  Example: Providing choices 2. Do students believe that the instructor empowers them and does not try to manipulate their behavior?  Example: Providing rationales for rules/directions

9. 1. Do students understand why what they are learning is useful to their interests, to their career goals, and/or in the “real-world”?  Example: Explicitly explaining the usefulness  Example: Providing activities that demonstrate usefulness

11. 1. Do students understand the instructor’s expectations of them?  Example: Having explicit grading criteria 2. Do students find the learning activities challenging in that they are not too hard or easy?  Example: Dividing complex learning activities into sections 3. Do students receive regular feedback about their level of competence?  Example: Providing opportunities for regular feedback 4. Do students believe that they can succeed if they put forth the effort?  Example: Providing a “study tips” guide

13. 1. Do students demonstrate a situational interest in the course activities?  Examples: Using novelty, social interaction, games, humor; engendering emotions; varying learning activities; providing surprising information

15. 1. Do students believe that the instructor cares about whether they achieve the course objectives?  Example: Devoting time to helping students academically 2. Do students believe that the instructor cares about their well-being?  Example: Making reasonable accommodations for extraordinary events

16. A full explanation of the model is provided in the following article linked to the Research page at www.MotivatingStudents.info www.MotivatingStudents.info  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.  Also: http://www.isetl.org/ijtlhe/pdf/IJTLHE774.pdfhttp://www.isetl.org/ijtlhe/pdf/IJTLHE774.pdf e M powerment U sefulness S uccess C aring I nterest