Motivational components involved in the metamotivational monitoring in medical students

Abstract Background: Theoretical implications of self-regulated learning emphasize that self-regulation of motivation (metamotivation) plays an important role in learning, effort, perseverance, and academic success in general. Metamotivation is how people monitor and control their motivational states to achieve their goals. Researchers believe that metamotivation includes two reciprocal processes: metamotivational monitoring, evaluating whether the person has selected the proper level (quantity) and type (quality) of motivation to perform his tasks; and metamotivational control, using the results of the monitoring phase and applying suitable strategies for adapting or changing the motivation. In metamotivational monitoring, students try to identify the declined motivational component in order to regulate its quantity and quality using motivational regulation strategies. In this field, two important questions arise: How can identify and measure the motivational components involved in metamotivational monitoring? and: Which motivational component is targeted by the medical students when they use every motivational regulation strategy? Methods: Applying a multi-stage study, motivational components involved in metamotivational monitoring were characterized and a questionnaire developed. Then, using Structural Equation Modeling, predictive relationships between motivational components and motivational regulation strategies were investigated. Results: The Motivational Components Questionnaire (MCQ) showed acceptable evidence of validity and reliability. In the Exploratory Factor Analysis, 6 factors were discovered that explained 74% of the total variance. 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.