Creating a Positive Motivational Course Climate in War-Time Countries (Presenter C)

• In Event: Ukraine-U.S. University Partnership: A Unique Humanitarian Commitment in War Times

Abstract

Purpose
Designing courses that motivate students to engage in learning can be difficult for higher education faculty, but it can be especially challenging when the university resides in a country at war. The purpose of this presentation is to provide an organizational framework that could help instructors in war-time countries, such as Ukraine, to think about how to effectively design a positive motivational climate that will engage students.
Perspective
Instructors can serve as instructional leaders in courses by creating a positive motivational climate, defined as “the aspects of the psychological environment that affect students’ motivation and engagement within a course” (Author 3 et al., 2022). Aspects of the motivational climate are important because they affect students’ motivation and engagement (Reschly & Christenson, 2022). Instructors impact the motivational climate through their teaching approaches (Hulleman et al., 2017; Lin-Siegler et al., 2016); therefore, it is important that they consider how their strategies affect students’ perceptions of the course climate.
Method
The MUSIC Model of Motivation (Author 3, 2009, 2018) has been used in over 45 countries for different purposes, including designing positive motivational climates, diagnosing the strengths and weaknesses of instructors’ motivational strategies, and conducting research to understand students’ motivation and engagement in courses and programs. Thus, the MUSIC model would appear to be a reasonable starting point for instructors in Ukraine and other countries at war to consider when designing instruction. In the MUSIC model, instructors empower students by giving them control and choices (eMpowerment); they ensure the content is useful to students’ lives (Usefulness); they help students believe they can succeed (Success); they create interesting and enjoyable activities (Interest); and they care about students’ learning and well-being (Caring). (MUSIC is an acronym for these five climate components.). The caring component would appear to be a critical component in countries ravaged by war, but the other components are also crucial for student engagement.
Data Sources/Evidence
Instructors and researchers can assess students’ perceptions of the motivational climate by surveying students, talking to/interviewing students, reflecting on course activities, and soliciting peer feedback (Author 3, 2018). Online surveys with MUSIC measures (e.g., Author 3, 2012/2023) and open-ended items have been especially useful in working with faculty to improve the motivational climate of courses (Author 3 et al., 2020).
Results
The results of motivational climate assessments can be used by instructors as part of the MUSIC model design cycle (Author 3, 2018). They can assess students’ MUSIC perceptions; analyze and interpret the results; consider and implement changes to strengthen weaknesses; and re-assess students to examine changes in the motivational climate. This process has been used successfully in providing faculty with support and professional development (Author 3 et al., 2020).
Scholarly Significance
Understanding students’ perceptions of the motivational climate in countries at war could provide unique insights into student motivation and address such questions as: (a) Are some MUSIC components more important than others in instructional contexts? (b) What teaching approaches have the most significant effects on the MUSIC components in this context?

Author

• Brett D. Jones, Virginia Tech