Tradução e Adaptação Transcultural do Instructional Materials Motivation Survey (IMMS) para o Português do Brasil

Cardoso-Júnior, Aloísio; Garcia, Victor Cézar Sano; Coelho, Diógenes Vieira; Said, Camila do Carmo; Strapasson, Atahualpa Cauê Paim; Resende, Isabela Silveira de

doi:10.1590/1981-5271v44.4-20200142

“…A importância de instrumentos que mensurem a motivação de estudantes nos diversos ambientes de ensinoaprendizagem, com adequada evidência de validade e confiabilidade, motivou, inicialmente, a tradução e adaptação transcultural do IMMS para o português brasileiro 11 . A tradução e a adaptação transcultural de instrumentos baseados em constructos sólidos, elaborados em outras línguas, poupam tempo e recursos 19,20 .…”

Section: Discussionunclassified

“…Trata-se de um estudo transversal de avaliação das evidências de validade do questionário IMMS, versão previamente submetida à tradução e adaptação transcultural 11 .…”

Section: Métodos Desenho Do Estudounclassified

“…A ACP inicial foi realizada com todos os 36 itens que compõem o questionário IMMS original, traduzido e adaptado para o português brasileiro 11 . A Tabela 1 mostra a avaliação do comportamento dos alunos perante cada um dos itens do IMMS.…”

Section: Análise Da Evidência De Validade De Constructo Do Immsunclassified

“…Ou seja, a redação "padrão" dos itens contém frases mais genéricas como "este curso", "esta aula" ou "muitas páginas". Elas devem ser alteradas para se adequar à situação específica que está sendo avaliada, como "esta palestra", "esta videoaula" ou "muitos slides" 4,11 .…”

Section: Análise Da Evidência De Validade De Constructo Do Immsunclassified

“…A versão brasileira alternativa modificada do IMMS (IMMS-BRV) está demonstrada no Quadro 1. Apesar de a versão aplicada aos sujeitos desta pequisa ter sido adaptada para o material do estudo (videoaulas), conforme pode ser visto na Tabela 1, o Quadro 1 mostra a redação padrão dos itens, de acordo com o IMMS original, traduzido e adaptado transculturalmente para o português brasileiro 11 .…”

Section: Avaliação Da Confiabilidade Do Imms-brvunclassified

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Avaliação psicométrica do instrumento Instructional Materials Motivation Survey (IMMS) em ambiente remoto de aprendizagem

Cardoso-Júnior

¹

,

Faria

²

2021

Rev. bras. educ. med.

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Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese. Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach’s alpha coefficient were used to assess the validity and reliability of the instrument. Results: The PCA reduced the instrument’s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach’s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension). Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.

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Impact of the COVID-19 Pandemic on Students’ Motivation in Relation to Asynchronous Anatomy Video Lectures

Cardoso-Júnior

¹

,

Faria

²

2022

Med.Sci.Educ.

1

0

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Objectives This study aimed to investigate medical students’ motivation in relation to asynchronous anatomy video lectures, carried out during COVID-19 remote teaching. Methods Repeated cross-sectional modified Instructional Materials Motivation Survey questionnaire, validated in Brazil, was applied to 255 students attending the first semester of the undergraduate medical course at the José do Rosário Vellano University, in June 2020 and November 2020. The data were analyzed considering the 95% confidence level as significant ( p < 0.05). Results The overall score of motivation attributed by the students was moderate to high (3.7/5, 74%). The same occurred in relation to all dimensions of the instrument: Interest (3.6/5, 72%), Confidence (3.7/5, 74%), Attention (3.5/5, 70%), and Expectation (3.7/5, 74%). Cluster analysis showed that 78% ( n = 168) of the students had moderate (72% of the maximum score) or high (86% of the maximum score) degrees of motivation. The influence of social isolation on the students’ emotional state did not affect the overall motivation scores ( p = 0.217) or the dimensions of motivation: Interest ( p = 0342), Confidence ( p = 0.061), Attention ( p = 0.625), and Expectation ( p = 0.094). Conclusions The students showed high motivation for the asynchronous video lectures of human anatomy. Although the majority of students are highly affected regarding their emotional state, due to the social isolation imposed by the COVID-19 pandemic, this fact did not interfere with the motivation for video lectures, probably due to the high intrinsic motivation that students in the first year have in relation to anatomy. These findings alert to the importance of asynchronous video lectures as an adequate strategy for the teaching and learning of human anatomy. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01714-7.

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Psychometric assessment of the Instructional Materials Motivation Survey (IMMS) instrument in a remote learning environment

Cardoso-Júnior

¹

,

Faria

²

2021

Rev. bras. educ. med.

Self Cite

View full text Add to dashboard Cite

Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese. Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach’s alpha coefficient were used to assess the validity and reliability of the instrument. Results: The PCA reduced the instrument’s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach’s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension). Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.

show abstract

Tradução e Adaptação Transcultural do Instructional Materials Motivation Survey (IMMS) para o Português do Brasil

Cited by 6 publications

References 16 publications

Avaliação psicométrica do instrumento Instructional Materials Motivation Survey (IMMS) em ambiente remoto de aprendizagem

Avaliação psicométrica do instrumento Instructional Materials Motivation Survey (IMMS) em ambiente remoto de aprendizagem

Impact of the COVID-19 Pandemic on Students’ Motivation in Relation to Asynchronous Anatomy Video Lectures

Psychometric assessment of the Instructional Materials Motivation Survey (IMMS) instrument in a remote learning environment

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