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Brett D. Jones

Brett Jones, Professor

Alicia Johnson
Brett D. Jones, Professor

School of Education
1750 Kraft Drive
Room 2105 (0302)
Blacksburg, VA 24061
540-231-8328  |  brettjones@vt.edu

www.brettdjones.com

  @BrettDJones     BrettDJones     @BrettDJones  

Brief Biography

Brett D. Jones, Ph.D., is a Professor in the Educational Psychology Program in the School of Education at Virginia Tech. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg, and Virginia Tech. He has taught 24 different types of university courses related to motivation, cognition, and teaching strategies. Dr. Jones has also conducted workshops and invited presentations at many universities and has presented over 160 research papers at conferences. His research, which includes examining instructional methods that support students’ motivation and learning, has led to more than 100 refereed journal articles, several book chapters, and three books. He has received three grants from the National Science Foundation for a total of over $2 million to conduct his research. More information can be found at  his website, www.brettdjones.com

Extended Biography

Brett D. Jones, Ph.D., is a professor in the Educational Psychology program within the School of Education at Virginia Tech. He received his B.A.E. (1992) in Architectural Engineering from The Pennsylvania State University and his M.A. and Ph.D. (1999) in Educational Psychology from the University of North Carolina at Chapel Hill. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg (USFSP), and Virginia Tech, and has taught courses as an adjunct professor at the University of the Virgin Islands and North Carolina Central University. He has taught 24 different types of courses related to motivation, cognition, and teaching strategies, and has conducted workshops and invited presentations at several universities. His teaching awards include the Teaching Excellence Award for the College of Education at USFSP (2003), the university-wide Undergraduate Teaching Award at USFSP (2003-2004), and the Favorite Faculty award (2007) and the Teacher of the Week award (2013) at Virginia Tech. As an educational psychologist and motivation scientist, Dr. Jones’ research includes investigating how students’ beliefs impact their motivation, and examining methods instructors can use to design instructional environments that support students’ motivation and learning. He has received more than $2 million from the National Science Foundation to conduct his research and has published more than 100 articles, books, and book chapters. He has also contributed to the field by conducting more than 160 presentations at regional, national, and international conferences. For his research, Dr. Jones received the Virginia Tech Award for Research Excellence (2022); the Virginia Tech College of Liberal Arts and Human Sciences Excellence in Research and Creative Scholarship Award (2018-2019); the Virginia Tech Scholarship of Teaching and Learning Award (2016); the Best Paper Award from the American Society for Engineering Education, K-12 Engineering Division (2010); the Virginia Tech College of Liberal Arts and Human Sciences Excellence in Research and Creative Scholarship Award (2010-2011); the Scholar of the Week recognition at Virginia Tech (2009); and the North Carolina Association for Research in Education’s Distinguished Paper Award (2000); He was inducted into the East Stroudsburg Area School District Meritorious Hall of Fame in 2010.

Dr. Jones’ email is brettjones@vt.edu and his website is www.brettdjones.com.

Click to watch the following video featuring Dr. Jones and some of his students.

Loading player for https://video.vt.edu/media/An+Interview+with+Dr.+Brett+Jones/1_3natsyf6...
  • Motivation
  • Engagement
  • Cognition
  • M.A. and Ph.D. (1999) in Educational Psychology from the University of North Carolina at Chapel Hill
  • B.A.E. (1992) in Architectural Engineering from The Pennsylvania State University

Research 

  • Received the Virginia Tech Award for Research Excellence, 2022 
  • Received the Virginia Tech College of Liberal Arts and Human Sciences Excellence in Research and Creative Scholarship Award, 2018 to 2019 
  • Received the Virginia Tech Scholarship of Teaching and Learning Award, 2016
  • Selected by the Journal of Engineering Education as their one nomination of the year for -the 2011 AERA (American Educational Research Association) Division I Outstanding Publication Award for my article (Jones, Paretti, Hein, & Knott, 2010) 
  • Received (by my student co-author) the 2011 First-Year Programs Division Best Student Presentation Award at the annual meeting of the American Society for Engineering Education (ASEE), June 2011
  • Received the distinction of having the most downloaded article in 2010 (Jones & Parkes, 2010) in the Journal of Music Teacher Education, as notified by the Editor of the journal
  • Received the Virginia Tech College of Liberal Arts and Human Sciences Excellence in Research and Creative Scholarship Award, 2010 to 2011
  • Received the Best Paper Award for the American Society for Engineering Education (ASEE), K-12 Engineering Division, June 2010
  • Received the Virginia Tech Scholar of the Week recognition, December 2009
  • Received the Virginia Tech School of Education Promising Scholar Award, 2008 
  • Received the North Carolina Association for Research in Education’s 2000 AERA Distinguished Paper Award, presented at the Annual Meeting of the American Educational Research Association Annual Meeting, New Orleans, April 2000 

Teaching

  • Received the Virginia Tech Teacher of the Week award, September 2013
  • Received the Virginia Tech XCaliber Certificate of Excellence for excellence as a team involved in teaching with technology, 2011
  • Received a Favorite Faculty award, 2007
  • Received the distinguished university-wide Undergraduate Teaching Award at the University of South Florida St. Petersburg (given to one faculty member each year), 2004
  • Received the Teaching Excellence Award for the College of Education at the University of South Florida St. Petersburg, 2003

Books

Jones, B. D. (2018). Motivating students by design: Practical strategies for professors (2nd ed.). Charleston, SC: CreateSpace.

Jones, M. G., Jones, B. D., & Hargrove, T. Y. (2003). The Unintended Consequences of High-stakes Testing. Lanham, MD: Rowman & Littlefield.

Textbooks

Ormrod, J. E., & Jones, B. D. (2018). Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching 5th ed. Boston: Pearson.

Articles

Jones, B. D., Fenerci-Soysal, H., & Wilkins, J. L. M. (2022). Measuring the motivational climate in an online course: A case study using an online survey tool to promote data-driven decisions. Project Leadership & Society, 3, Article 100046. https://doi.org/10.1016/j.plas.2022.100046

Jones, B. D., Miyazaki, Y., Li, M., & Biscotte, S. (2022). Motivational climate predicts student evaluations of teaching: Relationships between students’ course perceptions, ease of course, and evaluations of teaching. AERA Open, 8(1), 1-17. https://journals.sagepub.com/doi/10.1177/23328584211073167

Jones, B. D., Krost, K., & Jones, M. W. (2021). Relationships between students’ course perceptions, effort, and achievement in an online course. Computers and Education Open, 2, Article 100051. https://doi.org/10.1016/j.caeo.2021.100051

Wilkins, J. L. M., Jones, B. D., & Rakes, L. (2021). Students’ class perceptions and ratings of instruction: Variability across undergraduate mathematics courses. Frontiers in Psychology, 12, Article 576282. https://doi.org/10.3389/fpsyg.2021.576282

Topuz, K., Jones, B. D., Sahbaz, S., & Moqbel, M. (2021). Methodology to combine theoretical knowledge with a data-driven probabilistic graphical model. Journal of Business Analytics, 4(2), 125-139. https://doi.org/10.1080/2573234X.2021.1937351

Jones, B. D., Biscotte, S., & Harrington Becker, T. (2020). Using a motivation model and student data to redesign general education courses: An examination of a faculty development approach. Journal of General Education, 69(3-4), 235-250. https://doi.org/10.5325/jgeneeduc.69.3-4.0235

Jones, B. D. (2020). Engaging second language learners using the MUSIC Model of Motivation. Frontiers in Psychology, 11(1204), 1-6. doi:10.3389/fpsyg.2020.01204

Jones, B. D. (2020). Using the MUSIC Model of Motivation to engage students. The Virginia English Journal, 69(2), 5-7.

Mullins, B., Jones, B. D., & LaCroix, T. J. (2020). Designing for and assessing students' motivation in mathematics classes. Illinois Mathematics Teacher, 65(1), 1-7.

Saperstein, A. M., Jones, B. D., Hansen, M. C., & Medalia, A. (2020). The Cognitive Training version of the MUSIC® Model of Motivation Inventory: A follow-up validity study. Schizophrenia Research, 216, 516-519. doi:10.1016/j.schres.2019.12.027

Jones, B. D. (2019). Testing the MUSIC Model of Motivation Theory: Relationships between students’ perceptions, engagement, and overall ratings. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3), 1-15.

Li, M., & Jones, B. D. (2019). Transforming traditional teaching: A professional development program for the college EFL teachers. Theory and Practice in Language Studies, 9(12), 1494-1500. doi:10.17507/tpls.0912.05

Snook, A. G., Schram, A. B., Sveinsson, T., & Jones, B. D. (2019). Needs, motivations, and identification with teaching: A comparative study of temporary part-time and tenure-track health science faculty in Iceland. BMC Medical Education, 19, 1-10. doi:10.1186/s12909-019-1779-4

Jones, B. D., & Carter, D. (2019). Relationships between students’ course perceptions, engagement, and learning. Social Psychology of Education: An International Journal, 22, 819-839. doi:10.1007/s11218-019-09500-x

Snook, A. G., Schram, A. B., Jones, B. D., & Sveinsson, T. (2019). Factors predicting identity as educators and openness to improve: An exploratory study. Medical Education, 53(8), 788-798. doi:10.1111/medu.13909

Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for use with veterinary medicine studentsFrontiers in Veterinary Science, 6(11), 1-9. doi:10.3389/fvets.2019.00011

Chittum, J. R., Jones, B. D., & Carter, D. M. (2019). A person-centered investigation of patterns in college students’ perceptions of motivation in a course. Learning and Individual Differences, 69, 94-107. doi:10.1016/j.lindif.2018.11.007

LaCroix, T. J., Jones, B. D., & Triggs, K. (2018). Assessing high school students’ motivation in the mathematics classroom. Virginia Mathematics Teacher, 45(1), 33-40.

Chittum, J., Jones, B. D. (2017). Identifying pre-high school students’ science class motivation profiles to increase their science identification and persistence. Journal of Educational Psychology, 109(8), 1163-1187. doi:10.1037/edu0000176

Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education. Advance online publication. doi:10.1080/09500693.2017.1319093

Jones, B. D., Li, M., & Cruz, J. M. (2017). A cross-cultural validation of the MUSIC ® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-speaking university students. International Journal of Educational Psychology, 6(1), 366-385. doi:10.17583/ijep.2017.2357.

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.

Chapters in Books, Handbooks, and Yearbooks

Jones, B. D. (2020). Motivating and engaging students using educational technologies. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla. (Eds.), Handbook of Research in Educational Communications and Technology: Learning Design (5th ed., pp. 9-35). Cham, Switzerland: Springer.

Li, M., Jones, B. D., Cao, G., & Wang, D. (2020). The effects of edutainment strategies on student motivation and engagement in college EFL classes. In Z. Pan, A. Cheok, W. Müller, & M. Zhang (Eds.), Transactions on Edutainment XVI (pp. 3-12). Springer: Berlin.

Jones, B. D. (2016). Teaching motivation strategies using the MUSIC® Model of Motivation as a conceptual framework. In M. C. Smith, & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 123-136). Charlotte, NC: Information Age Publishing.

Evans, M. A., Schnittka, C., Jones, B. D., & Brandt, C. B. (2016). Studio STEM: A model to enhance integrative STEM literacy through engineering design. In L. A. Annetta, & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways (pp. 107-137). Switzerland: Springer.

Jones, B. D., Ruff, C., & Osborne, J. W. (2015). Fostering students’ identification with mathematics and science. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 331-352). Washington, DC: American Educational Research Association.

Evans, M. A., Jones, B. D., & Biedler, J. (2014). Video games, motivation, and learning. In F. C. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 273-289). New York, NY: Oxford University Press.

Jones, B. D., Uribe-Flórez, L. J., & Wilkins, J. L. M. (2011). Motivating mathematics students with manipulatives: Using self-determination theory to intrinsically motivate students. In D. J. Brahier (Ed.), Motivation and Disposition: Pathways to Learning Mathematics, Seventy-Third Yearbook (pp. 215-227). Reston, VA: The National Council of Teachers of Mathematics.

Osborne, J. W., Kellow, J. T., & Jones, B. D. (2007). Identification with academics, stereotype threat, and motivation to achieve in school. In D. M. McInerney, S. Van Etten, & M. Dowson (Eds.), Standards in education: Sociocultural influences on motivation and learning (pp. 119-146). Charlotte, NC: Information Age.

Jones, B. D. (PI, 100%). (2020). Supporting Pathways Faculty in Implementing Engaging Pedagogies. Pathways Grant Program, $5,000.

Jones, B. D. (PI, 100%). (2019). Supporting the Retention of Rural Teachers and the Motivation of Middle School Students in Mathematics. Virginia Tech, Institute for Society, Culture, and Environment; $5,750.

Jones, B. D. (PI, 100%). (2017-2018). Development of an Undergraduate Motivation Course. Virginia Tech, Pathways Grant Program, $10,000.

Evans, M. A. (PI, 40%), Jones, B. D. (Co-PI, 30%), & Brandt, C. (Co-PI, 30%). (August 1, 2011 to July 31, 2015; NSF Award #DRL-1029756). Studio STEM: Engaging Middle School Students in Networked Science and Engineering Projects. National Science Foundation, ITEST, $1,053,754..

Paretti, M. (PI, 20%), Jones, B. D. (Co-PI, 20%), Matusovich, H. (Co-PI, 20%), Williams, C. (Co-PI, 17%), Knot, M. (Co-PI, 17%), & Terpenny, J. (Co-PI, 6%). (November 1, 2009 to October 31, 2014; NSF Award #HRD-0936704). A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering. National Science Foundation, GSE/RES, $492,637.

Setareh, M. (PI, 40%), Jones, B. D. (Co-PI, 25%), Polys, N. (Co-PI, 25%), & Ermann, M. (Co-PI, 10%). (August 15, 2008 to July 31, 2013; NSF Award #DUE-0817106). Integrating Web-Based Visualization with Structural System Understanding to Improve the Technical Education of Architects. National Science Foundation, $499,833.

  • Jones, B. D. (2020, September). Implementing motivation strategies using the MUSIC Model of Motivation. University of Georgia, Athens, GA
  • Engaging students using the MUSIC Model of Motivation
  • Assessing students using the MUSIC Model Inventory

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