The development and validation of metamotivational strategies in medical students questionnaire

Abstract

Introduction

Understanding medical students’ motivational regulation strategies is particularly salient to monitor their quality and quantity of motivation. This study aims to develop and validate a questionnaire to measure metamotivational strategies in medical students.

Methods

A Metamotivational Strategies in Medical Students Questionnaire (MSMQ) was developed by using the seven steps presented in ‘developing questionnaires for educational research: AMEE Guide No. 87’. First, in a systematic search, related articles extracted and nine instruments were identified. Then, in a qualitative study, the metamotivational strategies of medical students were explained. In the next step, the identified strategies were conceptually compared with previous studies, and the MSMQ items were developed. Finally, expert validation, cognitive interviews, exploratory factor analysis, and reliability analysis were conducted.

Results

The MSMQ consisted of 7 factors and 28 items. CVI >0.79 in terms of relevance, clarity, and simplicity. In exploratory factor analysis, seven subscales explained 67.5% of the variance. Cronbach's alpha = 0.89. ICC = 0.76 − 0.87.

Conclusion

The MSMQ has reasonable psychometric properties, with adequate internal reliability and strong evidence of structural validity. However, further validation in other settings applying various psychometric methods is recommended.

Keywords:

• Metamotivational strategies
• medical students
• regulation of motivation
• development of questionnaire

Acknowledgments

We appreciate all the people who cooperated with us in conducting this research.

Disclosure statement

This paper was extracted from the first author’s dissertation to the award of the Doctor of Philosophy (Ph.D.) degree. The authors report no conflict of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Metamotivation: Involves the active effort of learners to maintain or improve their motivation. A process in which learners are aware not only of the factors influencing their motivation but also how they develop their motivation by manipulating their thoughts and actions (Wolters 2003).

Additional information

Funding

This study was funded by the School of Medicine, Tehran University of Medical Sciences.

Notes on contributors

Ali Norouzi

Ali Norouzi, PhD, Candidate at Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Iran; He is Director of the Assessment Unit within the Education Development Center of Zanjan University of Medical Sciences, Zanjan, Iran. This manuscript is extracted from his Ph.D. dissertation.

Dean Parmelee

Dean Parmelee, MD, is Director of Educational Scholarship and Program Development at the Wright State University Boonshoft School of Medicine. He works with faculty and students to enhance the scholarship of teaching and learning, and consults with institutions of higher learning on curricula innovation.

Mohammad Shariati

Mohammad Shariati, MD, Associate professor of Department of Community Medicine and medical education, Tehran University of Medical Sciences, Tehran, Iran. He is interested in the field of medical education and motivation. He has been involved in scholarship of teaching and learning in Tehran University of medical sciences and development of HEP questionnaires.

Saiideh Norouzi

Saiideh Norouzi, PhD, Associate Professor at Department of Nursing, Abhar, Zanjan University of Medical Science, Zanjan, Iran. She has been involved in namouras qualitative researches. She is also interested in the field of HPE.

Saharnaz Nedjat

Saharnaz Nedjat, MD, PhD, is a professor in Epidemiology and Biostatistics Department, School of Public Health, Knowledge Utilization Research Center, Tehran University of Medical Sciences, Tehran, Iran (IR). She has been involved in development of various questionnaires in the field of HPE.

Maryam Alizadeh

Maryam Alizadeh, PhD, Assistant Professor at Education Development Center (EDC) and Department of Medical Education, Tehran University of Medical Sciences (TUMS), Tehran, Iran. She is Director of the Faculty Development Unit and the International Affairs Unit within the Education Development Center of Tehran University of Medical Sciences. She has been involved in designing and implementing active learning methods in the reformed MD curriculum since 2011 and is consultant of active teaching and learning methods in medical school of TUMS.