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

Bibliographic Data

ID21447840
AuthorsMaryam Alizadeh (0000-0003-0975-7424, Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS)), Mahboubeh Asadi (0009-0006-6827-9572, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences (TUMS)), Elham Mahmoudi (0000-0002-9746-8165, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences (TUMS)), Dean X Parmelee (0000-0002-4538-3143, Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine), César Orsini (0000-0002-5226-3625, University of East Anglia), Ali Norouzi (0000-0002-2167-9441, Medical Education Development Center (MEDC), Subtain University of Medical Sciences, corresponding author)
Year2025
Volume47
Issue12
Pages2021-2032
Publication date2025-12-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2025.2533400
PMID41379105
OpenAlexW4412659712
LanguageEN
Citations received1
References cited36

BACKGROUND: Educator motivation is critical for effective teaching and professional growth in health professions education (HPE), yet little research focuses on the self-regulated strategies educators use to sustain their motivation. This study explores the metamotivational strategies of health professions educators and provides evidence of validity for their measurement. METHODS: An exploratory sequential mixed-methods study (2021-2023, Iran) was conducted in seven steps: literature review, interviews with 15 expert educators (content analyzed), synthesis of literature and interview findings, item development, content validity (CVI/CVR) with 15 experts, cognitive interviews, pilot testing with EFA (n=294), and CFA (n=185) to assess 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: 65.6% total variance, CFA: RMSEA = 0.07, SRMR = 0.06, CFI = 0.91, Cronbach's alpha = 0.855, composite reliability = 0.86). CONCLUSIONS: This study provides robust validity evidence for the measuring educators' metamotivational strategies. The EMS scale measures five key metamotivational strategies and is recommended for use in HPE academic settings

Geography · Medical education · Scale (ratio) · Applied Psychology · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Motivation and Self-Concept in Sports · Psychology

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