The development and validation of metamotivational strategies in medical students questionnaire

Norouzi, Ali; Parmelee, Dean X.; Shariati, Mohammad; Norouzi, Saiideh; Alizadeh, Maryam

doi:10.1080/0142159x.2021.1922656

Cited by 6 publications

(9 citation statements)

References 29 publications

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“…This study demonstrates that these two strategies of regulation of value and promotional situational awareness could correctly predict the self-e cacy. This is even though the results of Norouzi et al and Wang and Wolters indicate that the e cacy management strategy could not serve as a comprehensive strategy for metamotivational monitoring (9,12,27).…”

Section: Discussionmentioning

confidence: 99%

“…Questionnaire (MSMQ) for use in the medical education context (12). However, the question remains, which underlying components of motivation is targeted by the medical students when taking advantage of these strategies?…”

Section: Norouzi Et Al Explained the Motivational Regulation Strategi...mentioning

confidence: 99%

“…Assessment of predictive relation between the motivational regulation strategies and motivational components: In this step MCQ and Metamotivational Strategies in Medical Students Questionnaires (MSMQ) (12) were used. The important question was to identify which motivational component is targeted when using any of the seven strategies?…”

Section: Phase Bmentioning

confidence: 99%

“…Research ndings indicate that some motivated students utilize speci c strategies to enhance their motivational states (9), and consequently, improving their performance (10,11). Norouzi et al found that medical students use seven motivational regulation strategies, including regulation of value, regulation of situational interest, self-consequating, environmental structuring, promotional situational awareness, preventional situational awareness, and regulation of relatedness to monitor and control their academic motivation (12). The identi cation of motivational regulation strategies is a signi cant step in understanding the metamotivational process, but another step is identifying motivational components which are targeted by these motivational strategies (13).…”

Section: Introductionmentioning

confidence: 99%

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Motivational components involved in the metamotivational monitoring in medical students

Norouzi

Parmelee

Shariati

et al. 2022

Preprint

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Background: Theoretical implications of self-regulated learning emphasize that self-regulation of motivation (metamotivation) plays an important role in learning, effort, perseverance, and academic success in general. Metamotivation is how people monitor and control their motivational states to achieve their goals. Researchers believe that metamotivation includes two reciprocal processes: metamotivational monitoring, evaluating whether the person has selected the proper level (quantity) and type (quality) of motivation to perform his tasks; and metamotivational control, using the results of the monitoring phase and applying suitable strategies for adapting or changing the motivation. In metamotivational monitoring, students try to identify the declined motivational component in order to regulate its quantity and quality using motivational regulation strategies. In this field, two important questions arise: How can identify and measure the motivational components involved in metamotivational monitoring? and: Which motivational component is targeted by the medical students when they use every motivational regulation strategy? Methods: Applying a multi-stage study, motivational components involved in metamotivational monitoring were characterized and a questionnaire developed. Then, using Structural Equation Modeling, predictive relationships between motivational components and motivational regulation strategies were investigated. Results: The Motivational Components Questionnaire (MCQ) showed acceptable evidence of validity and reliability. In the Exploratory Factor Analysis, 6 factors were discovered that explained 74% of the total variance. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies. Conclusions: Evidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students.

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Section: Discussionmentioning

confidence: 99%

Section: Norouzi Et Al Explained the Motivational Regulation Strategi...mentioning

confidence: 99%

Section: Phase Bmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motivational components involved in the metamotivational monitoring in medical students

Norouzi

Parmelee

Shariati

et al. 2022

Preprint

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“…The contextual aspects of medical education, such as basic science and clinical phase as well as highly specific educational environment, do not exist in other scientific disciplines. From this point of view, Norouzi et al found that medical students use seven motivational regulation strategies, including regulation of value, regulation of situational interest, self-consequating, environmental structuring, promotional situational awareness, preventional situational awareness, and regulation of relatedness to monitor and control their academic motivation [ 7 ]. The identification of motivational regulation strategies is a significant step in understanding the metamotivational process, but another step, is identifying motivational components which are targeted by these motivational strategies [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

The role of motivational components in metamotivational monitoring in medical students: a mixed method study

et al. 2023

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Background In metamotivational monitoring, students try to identify the declined motivational component in order to regulate their motivation. There is scarcity of evidence on which motivational components are targeted by the medical students when they use each motivational regulation strategies. This study aims were identifying motivational components in motivational regulation process, developing a measurement tool and, testing the predictive relationship between the motivational components and motivational regulation strategies. Methods This exploratory sequential design mixed method study is part of a project has been started from 2018 with medical students at Tehran University of Medical Science. First, in a qualitative study conducting a semi-structured in-depth interview, the motivational components were explored. The interviews continued until saturation of data. Then, in a psychometric study the validity and reliability evidence of questionnaire obtained. In the quantitative study, applying the convenience sampling method, 508 students completed the questionnaires. Predictive relation between the motivational regulation strategies and motivational components was assessed utilising Structural Equation Modelling. Path coefficients, T-Value, and R2 index were reported by SmartPLS software. Results In the Exploratory Factor Analysis of Motivational Components Questionnaire (MCQ), 6 factors were discovered that explained 74% of the total variance. All paths in seven models of SEM showed a T-Value above 1.96 that means there is a significant correlation between all strategies and components. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies. Conclusions Evidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students.

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What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses

Villar,

Mayo,

Martínez-López

et al. 2024

Learning and Individual Differences

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The development and validation of metamotivational strategies in medical students questionnaire

Cited by 6 publications

References 29 publications

Motivational components involved in the metamotivational monitoring in medical students

Motivational components involved in the metamotivational monitoring in medical students

The role of motivational components in metamotivational monitoring in medical students: a mixed method study

What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses

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