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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Available from: Olle ten Cate
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    • "Significant correlations were found between all variables. The correlation between strength of motivation and autonomous motivation is in line with other findings in the literature[31]. The quantitative results for the first two research questions are depicted in Table 2. Scores on both autonomous and controlled motivation found in the current study are similar, or slightly higher[32,36,37], in comparison with other studies using the LSRQ. The average scores on strength of motivation were comparable with those found in other studies using the SMMS[2,7,25,26,38]. "
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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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    • "Each subscale consists of four items each; thus subscale scores can range from 4 to 28. A high score on a subscale indicates high endorsement of that particular academic motivation (Kusurkar, Croiset, Kruitwagen, &amp; ten Cate, 2011). This scale was validated with various populations including English-and French-speaking students, from high school to university levels, and it was also tested for factorial invariance across gender and across time (Grouzet, F. M. E., Otis, N.,Pelletier, 2006). "

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