IDEAS home Printed from https://ideas.repec.org/a/inm/orited/v22y2022i2p121-129.html
   My bibliography  Save this article

Academic Motivation in Introductory Business Analytics Courses: A Bayesian Approach

Author

Listed:
  • Stacey Vaziri

    (Department of Engineering Education, College of Engineering, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24601)

  • Baback Vaziri

    (Department of Computer Information Systems and Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807)

  • Luis J. Novoa

    (Department of Computer Information Systems and Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807)

  • Elham Torabi

    (Department of Computer Information Systems and Business Analytics, College of Business, James Madison University, Harrisonburg, Virginia 22807)

Abstract

The MUSIC (eMpowerment, Usefulness, Success, Interest, Caring) Model of Academic motivation was developed to help instructors promote student motivation in the classroom. This study examines relationships among student perceptions of motivation and effort compared with their performance in undergraduate business analytics courses. Specifically, the study will attempt to answer the questions of whether students’ scores on the MUSIC model predict or explain effort, academic performance, course rating, and instructor rating. A Bayesian approach to linear regression is used to determine and understand the impact of the MUSIC model components on the aforementioned output measures.

Suggested Citation

  • Stacey Vaziri & Baback Vaziri & Luis J. Novoa & Elham Torabi, 2022. "Academic Motivation in Introductory Business Analytics Courses: A Bayesian Approach," INFORMS Transactions on Education, INFORMS, vol. 22(2), pages 121-129, January.
    • Handle: RePEc:inm:orited:v:22:y:2022:i:2:p:121-129
    DOI: 10.1287/ited.2021.0247
    as

    Download full text from publisher

    File URL: http://dx.doi.org/10.1287/ited.2021.0247
    Download Restriction: no
    File URL: https://libkey.io/10.1287/ited.2021.0247?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Sinjini Mitra & Gerard Beenen, 2019. "A Comparative Study of Learning Styles and Motivational Factors in Traditional and Online Sections of a Business Course," INFORMS Transactions on Education, INFORMS, vol. 20(1), pages 1-15, September.
    2. Sinjini Mitra & Zvi Goldstein, 2018. "Impact of Supplemental Instruction on Business Courses: A Statistical Study," INFORMS Transactions on Education, INFORMS, vol. 18(2), pages 89-101, January.
    3. Natalie M. Scala & Stella Tomasi & Andrea Goncher & Karen M. Bursic, 2018. "Motivation and Analytics: Comparing Business and Engineering Students," INFORMS Transactions on Education, INFORMS, vol. 19(1), pages 1-11, September.
    4. Thomas A. Grossman & Vijay Mehrotra & Mouwafac Sidaoui, 2016. "A Student-Centered Approach to the Business School Management Science Course," INFORMS Transactions on Education, INFORMS, vol. 16(2), pages 42-53, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Matthew J. Drake, 2024. "Case Article—Creating a Brick Empire Through Data Visualization and Analytics," INFORMS Transactions on Education, INFORMS, vol. 24(3), pages 271-277, May.
    2. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Sinjini Mitra, 2023. "How Are Students Learning in a Business Statistics Course? Evidence from Both Direct and Indirect Assessment," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 95-103, January.
    2. Mauricio Olivares Faúndez & Hanns de la Fuente-Mella, 2022. "Skills Measurement Strategic Leadership Based on Knowledge Analytics Management through the Design of an Instrument for Business Managers of Chilean Companies," Sustainability, MDPI, vol. 14(15), pages 1-14, July.
    3. Catherine Cleophas & Christoph Hönnige & Frank Meisel & Philipp Meyer, 2023. "Who’s Cheating? Mining Patterns of Collusion from Text and Events in Online Exams," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 84-94, January.
    4. Lisa Beck-Werz & Bernd Frick & Thomas Fritz & Fabian Lensing, 2022. "Understanding the impact of gender and migration on high-ability students’ behavior: Exploring behavioral differences in business, law, and engineering students throughout their academic careers," Working Papers Dissertations 83, Paderborn University, Faculty of Business Administration and Economics.
    5. John Miltenburg, 2019. "Online Teaching in a Large, Required, Undergraduate Management Science Course," INFORMS Transactions on Education, INFORMS, vol. 19(2), pages 89-104, January.
    6. Ryan K. Orchard, 2019. "Using Homemade, Short, Fictional Cases for Teaching the Theory of Constraints," INFORMS Transactions on Education, INFORMS, vol. 19(2), pages 81-88, January.
    7. Cheri Speier-Pero, 2018. "Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program," INFORMS Transactions on Education, INFORMS, vol. 18(3), pages 162-173, May.
    8. Matthew D. Dean, 2020. "Using the Learning Assistant Model in an Undergraduate Business Analytics Course," INFORMS Transactions on Education, INFORMS, vol. 20(3), pages 125-133, May.
    9. Coleen Wilder & Sailu Li, 2019. "Case Article—You Can’t Take It with You," INFORMS Transactions on Education, INFORMS, vol. 20(1), pages 33-36, September.
    10. Julie Ann Stuart Williams & Randall Reid & Kristine Gallamore & Maxwell Rankin, 2018. "Introducing Troubleshooting for Model Formulation, Spreadsheet Development, and Memo Communication with Feedforward," INFORMS Transactions on Education, INFORMS, vol. 18(2), pages 102-115, January.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:inm:orited:v:22:y:2022:i:2:p:121-129. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Asher (email available below). General contact details of provider: https://edirc.repec.org/data/inforea.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.