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<p>This systematic review and meta-analysis aimed to investigate the applications of the MUSIC Model of Motivation, the outcomes it predicts, and the validity of its associated inventories. Searches were conducted across five databases (Education Research Complete, ERIC, PsycInfo, Web of Science, and ProQuest Dissertations &amp; Theses Global), supplemented by Google Scholar and the MUSIC Model Research Lab website. Peer-reviewed journal articles and dissertations published between 2009 and 2022 were included if they employed all five components of the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring) as part of their study framework or assessment procedure. This review excluded non-English publications and unpublished uses of the model. Screening and data extraction were conducted by one reviewer and ambiguous cases were verified by a second reviewer. A total of 105 publications met the inclusion criteria (83 journal articles and 22 dissertations). Studies were categorized into four primary uses: instructional design (12 publications), investigating MUSIC perceptions (62 publications), examining quantitative relationships (38 publications), and validating inventory scales (20 publications). Coding reliability was established with high agreement (96%) between two coders. Consistent with MUSIC Model theory, meta-analyses indicated that MUSIC perceptions were moderately to strongly associated with student engagement, domain identification, and course evaluations, whereas associations with achievement were weaker. Validity analyses showed acceptable internal consistency and model fit indices across multiple versions of the MUSIC Inventory. The MUSIC model is widely used to design and evaluate motivational climates. The findings support the validity of the MUSIC Inventory and the model’s applicability across diverse populations and contexts.</p>

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Applications of the MUSIC Model of Motivation and its Associated Inventories: A Systematic Review and Meta-Analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月18日

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  • Brett D. Jones,
  • Zeynep Ambarkutuk,
  • Dale H. Schunk

摘要

This systematic review and meta-analysis aimed to investigate the applications of the MUSIC Model of Motivation, the outcomes it predicts, and the validity of its associated inventories. Searches were conducted across five databases (Education Research Complete, ERIC, PsycInfo, Web of Science, and ProQuest Dissertations & Theses Global), supplemented by Google Scholar and the MUSIC Model Research Lab website. Peer-reviewed journal articles and dissertations published between 2009 and 2022 were included if they employed all five components of the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring) as part of their study framework or assessment procedure. This review excluded non-English publications and unpublished uses of the model. Screening and data extraction were conducted by one reviewer and ambiguous cases were verified by a second reviewer. A total of 105 publications met the inclusion criteria (83 journal articles and 22 dissertations). Studies were categorized into four primary uses: instructional design (12 publications), investigating MUSIC perceptions (62 publications), examining quantitative relationships (38 publications), and validating inventory scales (20 publications). Coding reliability was established with high agreement (96%) between two coders. Consistent with MUSIC Model theory, meta-analyses indicated that MUSIC perceptions were moderately to strongly associated with student engagement, domain identification, and course evaluations, whereas associations with achievement were weaker. Validity analyses showed acceptable internal consistency and model fit indices across multiple versions of the MUSIC Inventory. The MUSIC model is widely used to design and evaluate motivational climates. The findings support the validity of the MUSIC Inventory and the model’s applicability across diverse populations and contexts.