Abstract
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 R(2) 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.