The purpose of this study was to investigate how the MUSIC model of motivation affects the internal and external educational motivation, educational engagement (motivational strategies, learning strategies), and academic performance of students in mathematics. The research method was experimental with pre-posttests design and control group. The statistical population consisted of all students in the eighth grade of Dezful city. Using multistage cluster random sampling, 50 students were selected in two classes of 25 students from Dezful city and they were randomly assigned to two experimental and control groups. Pre-tests of academic motivation and educational involvement were distributed to both groups and then the MUSIC model of motivation was implemented in the experimental group and the control group received no training in this regard. In this research, the tools of internal and external academic motivation of Hartar and MSLQ were used. The data were analyzed using descriptive and inferential statistics (Levin test, Kolmogorov-Smirnov test, and single variable covariance analysis (ANCOVA). The results showed that using the MUSIC model of motivation led in increasing the internal educational motivation, decreasing the external educational motivation, increasing the educational engagement and improving the academic performance of students in the experimental group, compared with the control group. Therefore, the use of the MUSIC model of motivation could have a positive impact on the academic motivation, educational engagement, and academic performance.
The impact of MUSIC® model of motivation on academic motivation, educational engagement and mathematic academic performance of Dezfoul secondary school students