Why do some students feel deeply engaged at school while others frequently face motivation barriers?
The MUSIC Model of Academic Motivation provides a research-based framework to enhance student motivation by addressing empowerment, usefulness, success, interest, and caring.
This model can support families, educators, and neurodivergent individuals in nurturing motivation and engagement, ultimately leading to academic success.
In this article, we’ll explore ways to implement this technique and the science of why it works!
The Science Behind Motivation
Motivation and the Brain
Motivation is the internal or external influence that guides our actions. Motivation comes from within (intrinsic motivation) and from outside influences (extrinsic motivation). Scientists have found that our motivation system works best when internal motivation is supported by positive feedback. For example, when a learner is praised for working through a challenging task, even when it gets challenging, they feel more empowered to try the next time they face a similar situation. Extrinsic and intrinsic motivation are two types of motivation that can make or break a learner’s ability to achieve their goals. Below are some ways in which these types of motivation differ.
Social-Cognitive Theory
The MUSIC model of Academic Motivation is based on ideas from social-cognitive theory (p. 273). This theory was developed by Albert Bandura, who claimed that people do not just passively absorb information; they actively shape their learning experiences based on personal factors, environmental factors, and their behavior. Bandura highlighted agency, which means having the ability to make meaningful choices. When people are active participants in their learning, they feel capable (or develop self-efficacy) and supported. This leads to better motivation and engagement.
Maslow’s Hierarchy of Needs
The MUSIC Model of Academic Motivation and Maslow’s Hierarchy of Needs are related conceptualizations of how people learn best. Maslow’s theory says people must meet basic needs (food, safety, belonging) before focusing on higher goals, like learning.
The MUSIC Model builds on this by showing how students stay motivated in school. For example, Caring (C) in the MUSIC Model connects to Maslow’s need for love and belonging, because students learn better when they feel supported by teachers and classmates. Success (S) and Empowerment (M) relate to Maslow’s need for self-esteem since students stay motivated when they feel capable and in control of their learning. Finally, when all these needs are met, students experience Interest (I) and Usefulness (U), which help them reach self-actualization or the highest level of learning and personal growth.
About the MUSIC Model
Dr. Brett Jones’s MUSIC Model of Academic Motivation has five key components that influence student motivation, including:
(M) eMpowerment
The first letter of the acronym comes from the second letter in the world, “empowerment.” Empowerment refers to the need for autonomy and choice in one’s learning. When students are given some control over how they engage with and complete classroom material, they have more motivation and willingness to complete the task.
(U) Usefulness
Usefulness refers to the perceived relevance of learning to the learner’s future goals. When learners understand how a task aligns with their interests and impacts future goals, they become more invested in improving those skills.
For example, a student with dyslexia may find writing tasks challenging or less engaging. The educator might connect this task to their future goals such as giving them a topic to write about that aligns with their interests.
(S) Success
Success refers to the belief that a learner has in their ability to succeed. When people experience small, repeated successes, they build confidence in their abilities to succeed in later opportunities.
For example, a student with anxiety may avoid taking a test because it could negatively impact their grade. This student could be supported by allowing them to have test retakes or corrections so that they have more opportunities to show their learning even if the first attempt does not go as expected.
(I) Interest
Learners can become more motivated when the material is something of interest to them. For many learners, connecting learning standards to a personal interest can help the student stay engaged in the content.
For example, a teacher may support a student with a hyperfixation on dinosaurs by integrating that special interest into coursework and projects. That student could potentially present to other students on this topic, write an essay, or solve math story problems that are based on prehistoric creatures and events.
(C) Caring
In order to be ready for learning, learners must feel comfortable in the classroom. This means that feeling valued and supported by staff and fellow students is an important precursor to engagement. Students who feel unsafe or unsupported might have difficulty fully participating or staying calm enough to learn. Students will have different preferences on what makes them feel comfortable in the classroom.
This could look like pairing a student with a positive (and trusted) peer for group activities, checking in privately with encouraging feedback during work time or allowing a student to participate in a more low-pressure way (e.g., using a whiteboard).
Implementing the MUSIC Model in Different Environments
Dr. Brett Jones outlines suggestions and examples of ways to implement the MUSIC Model in classrooms. A variety of his suggestions are incorporated below for educators, families, and neurodivergent individuals to consider when presenting students with learning opportunities (p. 274-280). These examples are not a complete list, but some strategies that align with the MUSIC model.
Strategies for Educators and Other Professionals
- Provide students with choices on the topics they study, methods of completing a project, and partners that they can work with.
- Regularly ask students for feedback about your teaching and use their ideas in future lessons.
- Ask for student input on the pacing needed for a lesson or content area in order to feel comfortable with the content.
- Show students how subjects and content relate to their future aspirations.
- Connect lesson content to real-world scenarios and current events to make topics more relatable.
- Set high and reasonable expectations.
- Praise student effort.
- Allow students to demonstrate what they have learned in different ways that appear to be their strengths and interests (e.g., creating a poster presentation, presenting a hands-on project to others, or creating a comic strip depicting an event)
- Allow students to redo assignments or assessments so that students see that the focus is on learning content, not the final grade.
- Make classroom accommodations for when students disclose hardship in their personal lives.
Strategies for Neurodivergent Individuals
- Advocate for flexible learning options that align with your strengths and interests.
- Use goal-setting techniques to highlight the usefulness of subjects.
- Develop self-reflection strategies to recognize progress and success.
- Regularly communicate with others about what’s going well, and where more support is needed.
Additional Resources
The MUSIC® Model of Motivation Inventory is a tool that helps students, educators, families, and professionals understand how students feel about their motivation in school. It measures all five key areas to show what helps or hinders a student’s motivation. Elementary, middle, high school and college students can take the survey to reflect on their learning experiences. Educators and families can then use the results to find ways to better support students, such as giving them more choices in their learning, helping them see the real-world value of schoolwork, or creating a more caring and encouraging environment. For neurodivergent students, this tool can be especially helpful in identifying specific barriers to motivation and finding personalized strategies to help them thrive in school.
The Executive Function Assessment is a free tool available through Life Skills Advocate to help understand how executive functioning (EF) skills such as organization, time management, attentional control, and self-regulation affect a student’s academic motivation. Since EF challenges can make it harder to stay engaged, complete tasks, or feel successful in school, this assessment helps identify specific areas where a student may need support.
TL;DR – (Too Long; Didn’t Read)
The MUSIC Model of Academic Motivation helps students stay engaged by focusing on strategies that help students feel engaged and valued at school. Rooted in social-cognitive theory, this model shows that students are more motivated when they feel in control of their learning, see its value, believe they can succeed, find it interesting, and feel supported. The five areas of the MUSIC model include:
- M (Empowerment): Offer choices in how students approach and complete their learning activities.
- U (Usefulness): Show how learning connects to real-world interests and goals.
- S (Success): Provide scaffolding and small wins to build confidence.
- I (Interest): Integrate student passions into learning activities.
- C (Caring): Create a safe, supportive environment where students feel valued.
Educators and families can use the MUSIC Model to create a more motivating learning environment, especially for neurodivergent learners. Some strategies include offering choices in assignments, connecting lessons to real-world goals, praising effort, and fostering a caring classroom atmosphere.
Further Reading
- American Psychological Association (2023) – Social-Cognitive Theory
- Center on the Developing Child – Harvard University (2021) – InBrief: Understanding the Science of Motivation
- Jones (2009) – Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation
- Jones (2014) – User guide for assessing the components of the MUSIC Model of Academic Motivation
- Jones (2012) – User Guide for Assessing the Components of the MUSIC® Model of Motivation
- WebMD (2024) – What is Maslow’s Hierarchy of Needs
- Life Skills Advocate (2023, 2025) – Understanding Extrinsic vs. Intrinsic Motivation: A Comprehensive Guide