Brett Jones

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Virginia Tech

United States

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About

Professor Brett Jones is a faculty member at Virginia Tech, United States. His research focuses on educational psychology, specifically investigating the motivational climate in academic settings. Recent articles authored by Professor Jones explore the relationships between motivational perceptions, student engagement, and academic success, providing insights into diversity and instructional interventions in higher education.

Recent Grants

Grant: Close

Studio STEM: Engaging Middle School Students in Networked Science and Engineering Projects

Open Date: 2011-08-01

Close Date: 2015-07-31

Grant: Close

GSE/RES: A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering

Open Date: 2009-11-01

Close Date: 2014-07-31

Grant: Close

Integrating Web-Based Visualization with Structural Systems Understanding to Improve the Technical Education of Architects

Open Date: 2008-08-15

Close Date: 2013-08-31

Articles (17)

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2025

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2021

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2021

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2020

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2020

Collaborators (3)

Ásta B. Schram

ICELAND

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Tehmina Gladman

University of Otago

NEW ZEALAND

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Fei Gu

Assistant Professor

Virginia Tech

UNITED STATES

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Brett Jones

Research Interests

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About

Recent Grants

Articles (17)

Assessing the motivational climate in a university course: Considerations for motivating all students

Connections between students’ perceptions of the motivational climate in a course and their motivational beliefs and academic and career goals

The Effects of an Instructional Intervention on the Motivational Climate in a Course: A Case Study

Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

Validating a measure of motivational climate in health science courses

Motivational climate predicts effort and achievement in a large computer science course: examining differences across sexes, races/ethnicities, and academic majors

Examining the Cross-Cultural Validity of the MUSIC Model of Academic Motivation Inventory in English Language Courses

Measuring the motivational climate in an online course: A case study using an online survey tool to promote data-driven decisions

Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version

Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

Motivational Climate Predicts Student Evaluations of Teaching: Relationships Between Students’ Course Perceptions, Ease of Course, and Evaluations of Teaching

Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study

Relationships Between Students’ Course Perceptions, Effort, and Achievement in an Online Course

Methodology to combine theoretical knowledge with a data-driven probabilistic graphical model

Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

Using a Motivation Model and Student Data to Redesign General Education Courses: An Examination of a Faculty Development Approach

Engaging Second Language Learners Using the MUSIC Model of Motivation

Collaborators (3)

Ásta B. Schram

Tehmina Gladman

Fei Gu

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