1. Increasing Motivation in Career Development
Virginia Career VIEW Fall 2013 Workshop

2. NOTE:
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What is motivation?
The processes that give behavior its energy and direction
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP Introduction to Motivation PowerPoint, Slide 8.

3. Why should we motivate students?
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Why should we motivate students?
Increased motivation
Increased learning
Increased performance
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP Introduction to Motivation PowerPoint, Slide 12.

4. How does this connect to career development?
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How does this connect to career development?
“When students perceive math (e.g., Hulleman, Godes, Hendricks, & Harackiewicz, 2010) and science (e.g., Ainley & Ainley, 2011) to be useful, they tend to be more interested in it. Instructors can demonstrate the usefulness of the content by explaining to students how the material is related to their interests, career goals, and/or the real world; or by providing opportunities for students to engage in activities that demonstrate the usefulness of the content (for examples, see Jones, 2009) (Jones, B., Ruff, C., & Osborne, J.W., in preparation).”
Jones, B. D., Ruff, C., & Osborne, J.W. (in preparation). Fostering students’ identification with mathematics and science. In K.A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Handbook on interest, the Self, and K-16 mathematics and science learning. Washington, DC: American Educational Research Association.

5. Relevance to Career Development
Federal and State Initiatives
Current Initiatives
Career Pathways
Academic and Career Plans
STEM Focus
Career and College Ready
Creative and Critical Thinking Skills
21st Century Skills
Programs such as Kindergarten to College and Kids Tech University
Others?

6. Other Factors…Other Theories…
Self-efficacy: a person’s perception of his or her capabilities to perform behaviors at a certain level (Schunk and Pajares, 2005, p. 85)
“I am confident I will be able to solve this math problem”
Self-concept: a composite view of oneself (Bong Skaalvik, 2003, p.4)
“I learn mathematics quickly”
Self-esteem: a person’s attitude about his/her overall self-worth (Klassen, Krawchuck and Rajani, 2007, p. 918)
“On the whole, I am satisfied with myself” (New York State Self Esteem Scale)

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Intrinsic Motivation is “engaging in a task for the rewards inherent in the task (slide 2).”
ie: time spent playing with the target activity (Deci and Moller, 2005, p.584)
Extrinsic Motivation is “engaging in a task for the rewards outside of the task (slide 2).”
ie: students are given rewards for doing well on high stakes tests (Ryan, 2010, p. 1)
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP Intrinsic Motivation PowerPoint, Slide 12.

8. MUSIC Model: Motivation
eMpowerment
Usefulness
Success
Interest
Caring
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

9. eMpowerment
“Empowerment refers to the amount of perceived control that students have over their learning (Jones, B., 2009, p. 273).”
Choosing partners, contributing to class questions, pace of lessons, opportunities to express opinions, rationale of rules, contributing to classroom rules
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

10. Usefulness
“Instructors should ensure that students understand why the content is useful. (Jones, B., 2009, p. 275).”
Explain relevance to interests and goals, incorporate activities that demonstrate usefulness of the content both in their future career and in the real world
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

11. Success
“Instructors should design all aspects of courses such that students can succeed if they obtain the knowledge and skills and put forth the effort required. Students need to believe that if they invest effort into the course, they can succeed. (Jones, B., 2009, p. 276).”
Make expectations clear, provide clear directions, provide challenging learning activities, divide activities into manageable sections, order activities easiest to hardest, use formative learning, encourage short-term goals, allow students to re-do assignments, provide help for struggling students, give accurate and honest feedback, set high but reasonable expectations, provide a variety of assignments
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

12. Interest
“Instructors should ensure that their classroom activities and/or course topics are interesting to students. (Jones, B., 2009, p. 277).”
Include one or more: novelty, food, social interaction, games and puzzles, fantasy, humor, narrative, or physical activities, relate content to students’ background knowledge/interests, activities evoking emotion, vary presentation style, include surprising information, show interest in and enthusiasm for course material, provide time for students to ask questions outside of class
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

13. Caring
“Instructors should demonstrate to students that they care about whether students successfully meet the course objectives. (Jones, B., 2009, p. 279).
Show concern for student successes and failures, listen to and value students’ opinions and ideas, devote time and energy to help students, consider accommodations for extenuating circumstances, show concern and interest in students’ lives, use cooperative or collaborative learning, design activities that allow students to get to know each other on a personal level
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

14. Suggestions for Implementation
According to Dr. Brett Jones (2009, p. 280), instructors should:
take time to decide how to best implement the components
focus on a few components, but consider all five, the first time
keep notes about success of instruction and make adjustments as needed
be willing to try new and successful instructional strategies recommended by colleagues
enjoy the process!
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, Volume 21. Retrieved from .

15. MUSIC Model of Academic Motivation Inventory
Used to measure the five primary components of the MUSIC Model
K-12 version is shorter than the version used with college aged students
To use it, mix the items randomly and do not include the title of the scales (empowerment, usefulness, etc.) on the inventory
To score it, average the values from each item in the scale to produce a mean for the scale
*Could be used as a pre- and post- test for students to assess motivation in career development over a year (accountability)

16. Summary
eMpowerment: he or she has control of his or her learning environment in the course
Usefulness: the coursework is useful to his or her future
Success: he or she can succeed at the coursework
Interest (situational): the instructional methods and coursework are interesting or enjoyable
Caring (academic and personal): the instructor cares about the student’s well-being
Jones, B.D., & Wilkins, J.L.M. (2013, May). Validity evidence for the use of a motivation inventory with middle school students. Poster presented at the annual meeting of the Society for the Study of Motivation, Washington D.C.

17. Discussion What are your impressions of the MUSIC Model? NOTE:
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Discussion
What are your impressions of the MUSIC Model?

18. Motivation in Action…? Economics Teacher Ferris Bueller’s Day Off
Teaching Style
What parts of the MUSIC Model does Ben Stein’s character use?
What are some examples?

19. Motivation in Action…?
Dr. Eric Mazur, Physics Professor at Harvard University
Teaching Style
What parts of the MUSIC Model does Dr. Mazur use?
What are some examples?

20. Group Activity Groups of 3-4 people Read scenario
Which components of the MUSIC Model are present in the situation? To what extent?
Which components of the MUSIC Model are not present in the situation? What are your suggestions for how to “add” them?
Discussion

21. VIEW Resources Supporting Increased Motivation
When Will I Ever Use This? connects classroom learning to careers
What are Your Choices? informs students about their opportunities/choices post high-school
Explore Career Choices lets students create a project of their choice to research a career
A Job for Me has students look up careers they are interested in and imagine/write about what that career would be like
Where Will You be in 8 Years? requires students to research what their life will be like in 8 years in a chosen career
Plans for the Future helps students make the connections between the classes they are taking and how it will help them in the future
TO ENGAGE PARENTS in the Career Development Process: Elementary Parent Guide to College and Career Readiness/Middle School Parent Guide to College and Career Readiness
EXPLANATION OF College and Career Readiness and Economic Competitiveness
CHECK OUT the Academic and Career Plan Toolkit and the College and Career Readiness Toolkit for more explanations of and information about state and federal initiatives

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23. Emily Fielder Virginia Career VIEW fieldere@vt.edu