Validity evidence for the measurement of the strength of motivation for medical school

Center for Research and Development of Education, UMC Utrecht, The Netherlands.
Advances in Health Sciences Education (Impact Factor: 2.12). 10/2010; 16(2):183-95. DOI: 10.1007/s10459-010-9253-4
Source: PubMed


The Strength of Motivation for Medical School (SMMS) questionnaire is designed to determine the strength of motivation of students particularly for medical study. This research was performed to establish the validity evidence for measuring strength of motivation for medical school. Internal structure and relations to other variables were used as the sources of validity evidence. The SMMS questionnaire was filled out by 1,494 medical students in different years of medical curriculum. The validity evidence for the internal structure was analyzed by principal components analysis with promax rotation. Validity evidence for relations to other variables was tested by comparing the SMMS scores with scores on the Academic Motivation Scale (AMS) and the exhaustion scale of Maslach Burnout Inventory-Student Survey (MBI-SS) for measuring study stress. Evidence for internal consistency was determined through the Cronbach's alpha for reliability. The analysis showed that the SMMS had a 3-factor structure. The validity in relations to other variables was established as both, the subscales and full scale scores significantly correlated positively with the intrinsic motivation scores and with the more autonomous forms of extrinsic motivation, the correlation decreasing and finally becoming negative towards the extrinsic motivation end of the spectrum. They also had significant negative correlations with amotivation scale of the AMS and exhaustion scale of MBI-SS. The Cronbach's alpha for reliability of the three subscales and full SMMS scores was 0.70, 0.67, 0.55 and 0.79. The strength of motivation for medical school has a three factor structure and acceptable validity evidence was found in our study.

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    • "cal , psychological , social relation - ships , and environment domains were 0 . 78 , 0 . 78 , 0 . 71 , and 0 . 71 , respectively . The Maslach Burnout Inventory—Student Survey ( MBI - SS ) is an adapted version of the Maslach Burn - out Inventory—General Survey ( MBI - GS ) that has been used among students in many countries ( Fang et al . 2012 ; Kusurkar et al . 2011 ; Galan et al . 2011 ; Hu and Schaufeli 2009 ; Dias et al . 2012 ; Schaufeli et al . 2002 ) . The MBI - SS is formulated to assess student burnout in the academic environment and addresses three subscales of burn - out which are emotional exhaustion , cynicism , and aca - demic efficacy . The five questionnaire items of emotional exhaus"
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    SpringerPlus 11/2015; 4(1):676. DOI:10.1186/s40064-015-1477-6
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    • "Motivation that is defined as " cognitive, emotional, and behavioral indicators of students' investment in and attachment to education " [2], has been linked to learning stimulation and academic success [3]. Previous studies showed that motivation for academic accomplishment was associated with a number of cultural, environmental and educational factors [4]-[6]. Although the role of psychosocial health status was found to be an influence component on university students functioning, the impact of psychological factors on academic accomplishment is not adequately addressed in the literature. "
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    Procedia - Social and Behavioral Sciences 12/2014; 159(01). DOI:10.1016/j.sbspro.2014.12.323
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    • "The theory claims that the more the motivation stems from intrinsic factors, the more its quality is high. The self-determination theory in the educational context [18] [19] serves as a theoretical framework in many studies dealing with motivation among pupils in schools [20] [21] [22] and students in universities [23] [24]. For instance, Koh et al. [25] showed that simulation based learning among mechanical engineering students has provided the three needs discussed, and thus improved the intrinsic motivation. "
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