Construct and predictive validity of the Strength of Motivation for Medical School-Revised (SMMS-R) questionnaire: a French validation study.

Détails

ID Serval
serval:BIB_0D313B1A6814
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Construct and predictive validity of the Strength of Motivation for Medical School-Revised (SMMS-R) questionnaire: a French validation study.
Périodique
Canadian medical education journal
Auteur(s)
Abbiati M., Severac F., Baroffio A., Pelaccia T.
ISSN
1923-1202 (Print)
Statut éditorial
Publié
Date de publication
07/2019
Peer-reviewed
Oui
Volume
10
Numéro
3
Pages
e39-e48
Langue
anglais
Notes
Publication types: Journal Article
Publication Status: epublish
Résumé
Motivation is a major indicator of students' learning behaviors. Therefore, researchers require consistent and valid instruments to assess students' motivation. Consequently, motivation has been an important topic in medical education research for the last decade. The present study evaluated the construct and predictive validities of the French version of the Strength of Motivation for Medical School-Revised questionnaire (SMMS-R-FR). Our sample comprised 372 students at three French-speaking medical schools, who filled in the SMMS-R-FR and the Revised two-factor Study Process Questionnaire (R2-SPQ). Results confirmed the three-factor structure of the original SMMS-R questionnaire. Reliabilities were good for the Total Strength of Motivation scale, moderate for the Willingness to Sacrifice and Readiness to Start subscales, and poor (but still acceptable) for the Persistence subscale. Both Total Strength of Motivation and Readiness to Start positively predicted a deep learning approach and negatively predicted a surface learning approach, while Willingness to Sacrifice positively predicted a deep learning approach and Persistence negatively predicted a surface learning approach. Our results both support the SMMS-R- FR's suitability as a tool for measuring motivation in medical students, and suggest that it could be used to guide the development of educational interventions to strengthen motivation.
Pubmed
Création de la notice
03/11/2020 16:44
Dernière modification de la notice
04/11/2020 7:26
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