Journal of Education and Health Promotion

Validation of academic motivation scale among medical students using factor analysis and structural equation modeling: Middle Eastern perspective

Document Type : Original Article

Authors

. Ahmed Mohammed Al Ansari 1
. Archana Prabu Kumar 2
. Aseel Fuad Fahad AlSaleh 3
. Mona Rushdi Khalil Arekat 4
. Abdelhalim Deifalla 5

1 Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Department of Medical Education, Royal College of Surgeons of Ireland (RCSI), Bahrain

2 Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Department of Physiology, Sri Ramachandra Medical College and Research Institute, Chennai, Tamil Nadu, India

3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain

4 Department of Internal Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain

5 Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain

Abstract
BACKGROUND: Demanding careers like medicine requires a lot of motivation and the Academic
Motivation Scale (AMS) developed by Vallerand et al. (1992) is an instrument to measure motivation.
This study evaluated the validity and reliability of AMS among medical students in the Middle East.
MATERIALS AND METHODS: This was a methodological research utilizing a convenient sampling
technique. AMS scale comprising 28 items subdivided into seven subscales was administered to 900
students (281 students returned the filled AMS). Data were analyzed using the descriptive statistics,
one‑way ANOVA, and t‑tests. Exploratory factor analysis and Cronbach’s alpha were used to evaluate
the validity and reliability of the scale, respectively.
RESULTS: There was a statistically significant difference between both genders in overall
scores (P = 0.015*), two subscales, namely “Identified Regulation” (P =0.017*) and “Stimulating
Experience” (P = 0.015*), with females showing higher value. Second‑year students (n = 91) had
significantly higher score (10.9 ± 4.1) for “Amotivation” (P =.001*) and first‑year students (n = 48)
had significantly higher score (16.2 ± 3.0) for “Achievement” subscale (P =.014*). P < 0.05
was considered statistically significant with 95% confidence interval. No statistically significant
difference was observed between the groups based on nationality or age. Bartlett’s test of
sphericity was significant (Chi‑square: 2988.010; df = 278; P < 0.001). Kaiser–Meyer–Olkin
was 0.890. Principal component analysis with varimax rotation extracted seven factors
corresponding to the original items of AMS questionnaire. All subscales correlated positively
except “amotivation.” Structural equation modeling revealed the relation between observed
and unobserved variables.
DISCUSSION: This study demonstrated that AMS is valid and reliable for application among Middle
East medical students, without needing any modification. AMS has widespread application in medical
education as it impacts learning outcomes.
CONCLUSION: This study demonstrated that AMS is valid and reliable for application among the
Middle East students without needing any modification.

Keywords

Factor analysis
medical students
motivation
reliability
structural equation modeling
validity
  1. Ten Cate TJ, Kusurkar RA, Williams GC. How self‑determination
    theory can assist our understanding of the teaching and learning
    processes in medical education. AMEE guide No. 59. Med Teach
    2011;33:961‑73.
    2. Cavazos J Jr., Johnson MB, Sparrow GS. Overcoming personal
    and academic challenges: Perspectives from Latina/o college
    students. J Hispanic High Educ 2010;9:304‑16.
    3. Deci EL, Ryan RM. Self‑determination theory. In: Van Lange PA,
    Kruglanski AW, Higgins ET, editors. Handbook of Theories of
    Social Psychology. New York, NY: Elsevier; 2011. p. 416‑33.
    4. Kusurkar RA, Croiset G, Galindo‑Garré F, Ten Cate O.
    Motivational profiles of medical students: Association with
    study effort, academic performance and exhaustion. BMC Med
    Educ 2013;13:87.
    5. Hegarty N. Application of the academic motivation scale to
    graduate school students. J Hum Resour Adult Learn 2010;6:48.
    6. Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. Motivation
    as an independent and a dependent variable in medical education:
    A review of the literature. Med Teach 2011;33:e242‑62.
    7. Ryan RM, Deci EL. Self‑determination theory and the facilitation
    of intrinsic motivation, social development, and well‑being. Am
    Psychol 2000;55:68‑78.
    8. Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C,
    Vallieres EF. The academic motivation scale: A measure of
    intrinsic, extrinsic, and amotivation in education. Educ Psychol
    Meas 1992;52:1003‑17.
  2. 9. Goel S, Angeli F, Dhirar N, Singla N, Ruwaard D. What motivates
    medical students to select medical studies: A systematic literature
    review. BMC Med Educ 2018;18:16.
    10. Powis D. Selecting medical students: An unresolved challenge.
    Med Teach 2015;37:252‑60.
    11. Martin AJ, Steinbeck K. The role of puberty in students’ academic
    motivation and achievement. Learn Individ Differ 2017;53:37‑46.
    12. Pirmohamed S, Debowska A, Boduszek D. Gender differences
    in the correlates of academic achievement among university
    students. J Appl Res High Educ 2017;9:313‑24.
    13. Vahid Dastjerdi M, Mahdian M, Vahid Dastjerdi E, Namdari M.
    Study motives and career choices of Iranian medical and dental
    students. Acta Med Iran 2012;50:417‑24.
    14. Lefevre JH, Roupret M, Kerneis S, Karila L. Career choices of
    medical students: A national survey of 1780 students. Med Educ
    2010;44:603‑12.
    15. Torres‑Roman JS, Cruz‑Avila Y, Suarez‑Osorio K, Arce‑Huamaní
    MÁ, Menez‑Sanchez A, Aveiro‑Róbalo TR, et al. Motivation
    towards medical career choice and academic performance in
    Latin American medical students: A cross‑sectional study. PLoS
    One 2018;13:e0205674.
    16. Kusurkar R, Kruitwagen C, ten Cate O, Croiset G. Effects of age,
    gender and educational background on strength of motivation for
    medical school. Adv Health Sci Educ Theory Pract 2010;15:303‑13.
    17. Amrai K, Motlagh SE, Zalani HA, Parhon H. The relationship
    between academic motivation and academic achievement
    students. Proced Soc Behav Sci 2011;15:399‑402.
    18. Kim KJ, Jang HW. Changes in medical students’ motivation and
    self‑regulated learning: A preliminary study. Int J Med Educ
    2015;6:213‑5.
    19. Yousefy A, Ghassemi G, Firouznia S. Motivation and academic
    achievement in medical students. J Educ Health Promot 2012;1:4.
    20. Kasser T, Ryan RM. Be Careful What You Wish For: Optimal
    Functioning and the Relative Attainment of Intrinsic and Extrinsic
    Goals. Boston, US: Hogrefe & Huber Publishers; 2011.
    21. Zhang YC, Zhou N, Cao H, Liang Y, Yu S, Li J, et al. Career‑specific
    parenting practices and career decision‑making self‑efficacy
    among Chinese adolescents: The interactive effects of parenting
    practices and the mediating role of autonomy. Front Psychol
    2019;10:363.
    22. Brown L. Beat Out Your Own Rhythm: A Study of Public School
    Step Teams’ Influence on Academic Identification and Academic
    Motivation Among African American Males. Columbia,
    OHIO: (Electronic Theses and Dissertations Center, 22 Sep 2020),
    Youngstown State University; 2018.
    23. Chirkov VI, Ryan RM. Parent and teacher autonomy‑support in
    Russian and US adolescents: Common effects on well‑being and
    academic motivation. J Cross Cult Psychol 2011;32:618‑35.
    24. Masud S, Mufarrih SH, Qureshi NQ, Khan F, Khan S, Khan MN.
    Academic performance in adolescent students: The role of
    parenting styles and socio‑demographic factors – A cross sectional
    study from Peshawar, Pakistan. Front Psychol 2019;10:2497.
    25. Mugabe C, Brug P, Catling JC. Cross‑cultural difference in
    academic motivation, academic self‑esteem, and upward social
    mobility within a student cohort. Psychol Teach Rev 2016;22:53‑68.
    26. Fairchild AJ, Horst SJ, Finney SJ, Barron KE. Evaluating existing
    and new validity evidence for the academic motivation scale.
    Contemp Educ Psychol 2005;30:331‑58.
    27. Mohebbi B, Tol A, Shakibazadeh E, Yaseri M, Sabouri M,
    Agide FD. Testing psychometrics of healthcare empowerment
    questionnaires (HCEQ) among Iranian reproductive age women:
    Persian version. Ethiop J Health Sci 2018;28:341‑6.
    28. Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical
    environment. Med Teach 2008;30:347‑64.
    29. Violato C, Saberton S. Assessing medical radiation technologists
    in practice: A multi‑source feedback system for quality assurance.
    Can J Med Radiat Technol 2006;37:10‑7.
    30. Willmer M, Westerberg Jacobson J, Lindberg M. Exploratory
    and confirmatory factor analysis of the 9‑item Utrecht work
    engagement scale in a multi‑occupational female sample:
    A cross‑sectional study. Front Psychol 2019;10:2771.
    31. Fabrigar LR, Wegener DT. Exploratory Factor Analysis.
    New York: Oxford University Press; 2012.
    32. Yong AG, Pearce S. A beginner’s guide to factor analysis: Focusing
    on exploratory factor analysis. Tutor Quant Methods Psychol
    2013;9:79‑94.
    33. Campbell J, Narayanan A, Burford B, Greco M. Validation of a
    multi‑source feedback tool for use in general practice. Educ Prim
    Care 2010;21:165‑79.
    34. Streiner DL, Norman GR, Cairney J. Health Measurement Scales:
    A Practical Guide to Their Development and Use. USA: Oxford
    University Press; 2015.
    35. Cokley K, McClain S, Jones M, Johnson S. A preliminary
    investigation of academic disidentification, racial identity, and
    academic achievement among African American adolescents.
    High Sch J 2012;95:54‑68.
    36. Lyndon MP, Henning MA, Alyami H, Krishna S, Zeng I,
    Yu TC, et al. Burnout, quality of life, motivation, and academic
    achievement among medical students: A person‑oriented
    approach. Perspect Med Educ 2017;6:108‑14.
    37. Gholizadeh M, Yailagh MS, Biregani SA, Hajiyakhchali A. A latent
    growth curve model of academic motivation and academic
    self‑efficacy of Shahid Chamran University students. Int J Psychol
    2019;13:157‑82.
    38. Atalay KD, Can GF, Erdem SR, Muderrisoglu IH. Assessment of
    mental workload and academic motivation in medical students.
    J Pak Med Assoc 2016;66:574‑8.
    39. Park J, Chung S, An H, Park S, Lee C, Kim SY, et al. A structural
    model of stress, motivation, and academic performance in medical
    students. Psychiatry Investig 2012;9:143‑9.
    40. Ghiasvand AM, Naderi M, Tafreshi MZ, Ahmadi F, Hosseini M.
    Relationship between time management skills and anxiety and
    academic motivation of nursing students in Tehran. Electron
    Physician 2017;9:3678‑84.
    41. RatelleCF, GuayF, VallerandRJ, Larose S, Senécal C. Autonomous,
    controlled, and amotivated types of academic motivation:
    A person‑oriented analysis. J Educ Psychol 2007;99:734.
    42. Guay F, Morin AJ, Litalien D, Valois P, Vallerand RJ. Application
    of exploratory structural equation modeling to evaluate the
    academic motivation scale. J Exp Educ 2015;83:51‑82.
    43. Kunanitthaworn N, Wongpakaran T, Wongpakaran N,
    Paiboonsithiwong S, Songtrijuck N, Kuntawong P, et al. Factors
    associated with motivation in medical education: A path analysis.
    BMC Med Educ 2018;18:140.
    44. Stover JB, de la Iglesia G, Boubeta AR, Liporace MF. Academic
    Motivation Scale: Adaptation and psychometric analyses for high
    school and college students. Psychol Res Behav Manag 2012;5:71‑83.
    45. Pelaccia T, Viau R. Motivation in medical education. Med Teach
    2017;39:136‑40.
    46. Silva GM, Borges AR, Ezequiel OS, Lucchetti AL, Lucchetti G.
    Comparison of students’ motivation at different phases of medical
    school. Rev Assoc Med 2018;64:902‑8.
    47. Alonso JL, Martín‑Albo LJ, Navarro Izquierdo JG, Grijalvo
    Lobera F. Validación de la escala de motivación educativa (EME)
    en Paraguay. Interam J Psychol 2006;40:391‑8.
    48. Barkoukis V, Tsorbatzoudis H, Grouios G, Sideridis G. The
    assessment of intrinsic and extrinsic motivation and amotivation:
    Validity and reliability of the Greek version of the Academic
    Motivation Scale. Assess Educ 2008;15:39‑55.
    49. Orsini C, Binnie V, Evans P, Ledezma P, Fuentes F, Villegas MJ.
    Psychometric validation of the academic motivation scale in a
    dental student sample. J Dent Educ 2015;79:971‑81.
    50. Reiss S. Intrinsic and extrinsic motivation. Teach Psychol
    2012;39:152‑6.
Journal of Education and Health Promotion
Volume 11, Issue 9
October 2021
Pages 1-10

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us