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

Abstract

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.