Validity evidence for the measurement of metamotivational strategies using the Educators' Metamotivational Strategies (EMS) scale

Alizadeh, Maryam, Asadi, Mahboubeh, Mahmoudi, Elham, Parmelee, Dean, Orsini, Cesar and Norouzi, Ali (2025) Validity evidence for the measurement of metamotivational strategies using the Educators' Metamotivational Strategies (EMS) scale. Medical Teacher. ISSN 0142-159X (In Press)

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Abstract

Background: Educator motivation is critical for effective teaching and professional growth in Health Professions Education, yet little research focuses on the self-regulated strategies educators use to sustain their motivation. This study explores the metamotivational strategies employed by health professions educators and provides evidence of validity for the measurement of educators' metamotivational strategies. Method: An exploratory sequential mixed-methods study was conducted from 2021 to 2023 in Iran. The study involved seven steps: (1) a literature review (2) in-depth semi-structured interviews with 15 distinguished health professions educators, analyzed via conventional content analysis using MAXQDA 2020; (3) synthesis of literature and interview findings; (4) development of questionnaire items in expert panel; (5) content validity assessment by 15 experts using CVI and CVR; (6) cognitive interviews to ensure response process validity; and (7) pilot testing with exploratory factor analysis on 294 educators and confirmatory factor analysis on 185 educators to evaluate evidence of structural validity and reliability. Results: Interviews identified 326 primary codes, categorized into 16 subcategories and five core metamotivational strategies: regulation of professional identity, regulation of vision, regulation of excellence, regulation of motivational space and regulation of motivational network. The Educators' Metamotivational Strategies (EMS) scale, comprising 15 items, demonstrated strong psychometric properties (EFA explained 65.6% total variance, CFA fit indices: RMSEA=0.07, SRMR=0.06, CFI=0.91, Cronbach’s alpha=0.855, composite reliability=0.86). Conclusion: This study provides robust validity evidence for the measuring educators' metamotivational strategies. Strong psychometric properties through content, response process, and structural validity were found. The EMS scale measures five key metamotivational strategies and is recommended for use in health professions education academic settings.

Item Type:	Article
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	LivePure Connector
Date Deposited:	07 Jul 2025 09:30
Last Modified:	07 Jul 2025 09:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/99841
DOI:	issn:0142-159X

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