Metamotivation in medical education: The 4F conceptual framework.

INTRODUCTION: Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education. METHOD: This study was conducted at Tehran University of Medical Sciences in 2022-2023. We applied Crawford's guidance on developing a conceptual framework via collecting data from three sources: experience, literature, and theory. We developed the initial draft of the conceptual framework by identifying gaps in existing models. A panel of experts reviewed the draft and provided feedback on the framework's generation, explanation, and argumentation. The final model was designed in the form of a graphical presentation. FINDINGS: The study's conceptual framework clearly distinguishes between motivational challenges and motivational problems, and outlines four phases that explain each phase's importance, components, and implementation process. The first phase focuses on promoting metamotivational knowledge among learners. In the second phase, learners face motivational challenges and aim to manage them optimally to prevent motivational problems. The third phase occurs when a motivational problem arises, and learners use motivational regulation strategies to resolve it. In the fourth and final phase, learners use psychological skills to stabilize and strengthen the metamotivational process. CONCLUSION: This study's conceptual framework focuses specifically on the context of medical education to provide guidance for future research and interventions on metamotivation. By presenting this framework, we aim to capture the attention of researchers toward the topic of metamotivation and encourage further exploration of its dimensions.

Keeping motivation on track by metamotivational knowledge: AMEE Guide No. 160.

This AMEE guide seeks to improve the metamotivational knowledge of health professions educators as well as students. We present key models and frameworks of Metamotivation, identify several motivation regulation strategies and their measurement tools, and propose applications for health professions education (HPE). Since our work is grounded on evidence from the field, we include new findings about motivation regulation to encourage further exploration. Although much of the research on Metamotivation has been done outside the field of medical education, we share our six years of research experience and findings within the field to inspire others to replicate and expand.

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

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.

Metamotivation in medical students: Explaining motivation regulation strategies in medical students.

BACKGROUND: Metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that medical students manage their motivational states. This study aim to identify the motivational strategies of medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS: This qualitative study uses directed content analysis of the narrative responses of 18 medical students to draft an in-depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID-19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngäs. RESULTS: Seven main themes were extracted as the motivational strategies of medical students including "regulation of value," "regulation of situational interest," "self-consequating," "environmental structuring," "efficacy management," "regulation of relatedness," and "regulation of situational awareness." In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in medical education. CONCLUSION: Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of medical students, identifying and strengthening metamotivational strategies is the first step.

The development and validation of metamotivational strategies in medical students questionnaire.

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.

Examining social-cognitive predictors of parenting skills among mothers with preschool and early elementary school-aged children.

CONTEXT: Identification of parenting skills determinants among mothers is an ongoing field of research. AIMS: The aim of this study was to identify the social cognitive predictors of parenting skills among mothers. SETTINGS AND DESIGN: Previous studies have demonstrated the health action process approach (HAPA) as a credible frame for predicting behavior, but the number of studies considering the predictive value of parenting skills determinants among mothers is rare. SUBJECTS AND METHODS: An 8 months prospective design was applied. Participants were mothers with preschool and early elementary school-aged children. At the 1(st) time, 120 participants completed self-report questionnaires regarding their risk perception, outcome expectancies, task self-efficacy, and intentions toward parenting skills. At the 2(nd) time, they returned a follow-up questionnaire, which measured planning, coping self-efficacy, and recovery self-efficacy and finally, 8 months later as the 3(rd) time, parenting skills were measured. Path analysis was used for analysis. RESULTS: Path analysis indicated that, in the motivational phase, there was no relationship between parenting skills intention and risk perception, outcome expectancies, and task self-efficacy. Furthermore, no relationship was found between parenting skills intention and planning. In the volitional phase, coping self-efficacy, recovery self-efficacy, and planning were statistically significant predictors of parenting skills. CONCLUSION: The results of this study confirm that volitional phase of the HAPA model is useful in determining parenting skills. However, the role motivational variables seem to be unimportant in performing these behaviors. It was concluded that everybody intended to apply parenting skills, in nature, and intervention strategies should be focused on turning intentions into behavior.

Implementation of OSCE test to develop appropriate tool to measure mothers' parenting skills.

INTRODUCTION: Parents play a vital role throughout a child's life. This role is very significant in the beginning years of a child's life. In this period, the child encounters new experiences and these experiences make him or her to learn and grow. These days, in order to help the parents build a bright future for their children, different parenting programs have been designed. These programs provide a great opportunity for parents to enhance positive parenting skills. The aim of this study was to design a reliable and valid instrument for assessing the mothers' parenting skills. METHODOLOGY: 44 mothers who had children aged 3 - 8 were invited to participate in this study. They took part in parenting-skills training sessions for more than two months. Then they were asked to attend the test center after six months to be tested on trained skills. In this study, mothers' parenting skills were measured by the OSCE test. The reliability of the test was determined with three methods including split half, Cronbach alpha, and correlation between assessors' scores in two similar stations. The construct validity of the test was determined with Explanatory Factor Analysis. RESULTS: The total Cronbach alpha coefficient obtained was 0.83 which indicated that the test had a high internal reliability. The Spearman correlation coefficient obtained for two halves of the test was 0.76. The results of Explanatory Factor Analysis showed that nine stations of OSCE were focused on two factors. The first factor was named positive positions and the second factor was named negative positions. CONCLUSION: The designed OSCE test has the suitable psychometric features to be used by researchers to assess mothers' parenting skills.