ARTICLE

VALIDATION OF SELFREGULATED MOTIVATION SCALE FOR MEASURING ENGLISH ORAL COMMUNICATION AMONG MEDICAL STUDENTS

  1. HOME
  2. ARTICLE

13 Pages : 113-124

http://dx.doi.org/10.31703/glr.2020(V-I).13      10.31703/glr.2020(V-I).13      Published : Mar 2020

Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students

Abstract

    The Self-regulated Motivation Scale (SRMS) has been widely used to measure students’ motivation for learning in social sciences context. There is no evidence of its validation in the medical field. This study examined the scale's psychometric properties for measuring medical students’ motivation for English oral communication in the Pakistani context. A total of 401 students participated in the study who responded to the 20 items scale. The scale was evaluated using the Exploratory and Confirmatory factor analysis approach. The hypothetical model was assessed based on Structural Equation Modeling (SEM) to determine the adequacy of the goodness of fit to the sampled data. The analysis confirmed that the hypothesized four-factor model of the SRMS had an excellent fit to the data. The findings of the study fully supported the multi-dimensionality of the scale. We conclude that SRMS is a valid and reliable scale for measuring medical students’ motivation towards improved English oral communication.

    Validation, Self-Regulated Motivation Scale, English Speaking, Medical Students

    (1) M. Anees Ul Husnain Shah
    Assistant Professor, Department of Education, University of Education, DG Khan Campus, Punjab, Pakistan.
    (2) Iqbal Ahmad
    Lecturer, Department of Education, University of Malakand, Chakdara, Dir (L), KP, Pakistan.
    (3) Mohammad Saeed
    MPhil Scholar, Senior Head Master, Government High School 264-GB, Toba Tek Singh, Punjab, Pakistan.
Fulltext PDF

References

  • Artino Jr, A. R., Hemmer, P. A., and Durning, S. J. (2011). Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Academic Medicine, 86(10), S35- S38.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International journal of testing, 1(1), 55- 86.
  • Çelik, S., Arkın, E., and Sabriler, D. (2012). EFL learners' use of ICT for self-regulated learning. Journal of Language and Linguistic Studies, 8(2), 98.
  • Chang, M.-M. (2005). Applying self-regulated learning strategies in a web-based instruction - an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
  • Cho, M.-H., and Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.
  • Davis, R. A., Flett, G. L., and Besser, A. (2002). Validation of a new scale for measuring problematic Internet use: Implications for pre-employment screening. Cyberpsychology & behavior, 5(4), 331-345.
  • Dembo, M. H. (2013). Motivation and learning strategies for college success: A self-management approach: Routledge.
  • Demirören, M., Turan, S., and Öztuna, D. (2016). Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning. Medical education online, 21(1), 30049.
  • English, M. C., and Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and projectbased learning. Interdisciplinary journal of problem-based learning, 7(2), 6.
  • Feri, R., Soemantri, D., and Jusuf, A. (2016). The relationship between autonomous motivation and autonomy support in medical students' academic achievement. International journal of medical education, 7, 417.
  • Kaliyadan, F., Thalamkandathil, N., Parupalli, S. R., Amin, T. T., Balaha, M. H., and Ali, W. H. A. B. (2015). English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia. Avicenna journal of medicine, 5(4), 140.
  • Kim, D.-H., Wang, C., Ahn, H. S., and Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136- 142.
  • Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., and Klieme, E. (2010). Promotion of selfregulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), 157-171.
  • Kizilcec, R. F., Pérez-Sanagustín, M., and Maldonado, J. J. (2016). Recommending self-regulated learning strategies does not improve performance in a MOOC. Paper presented at the Proceedings of the Third (2016) ACM Conference on Learning@ Scale.
  • Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: A rose by any other name? Educational Psychology Review, 20(4), 469-475.
  • Lehmann, T., Hähnlein, I., and Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313-323.
  • Mahmoodi, M. H., Kalantari, B., and Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1062- 1068
  • Marton, G. E., McCullough, B., and Ramnanan, C. J. (2015). A review of teaching skills development programmes for medical students. Medical Education, 49(2), 149-160.
  • Pintrich, P. R., Wolters, C. A., and Baxter, G. P. (2000). 2. assessing metacognition and self-regulated learning
  • Rose, H. (2011). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92-98.
  • Sandars, J., and Cleary, T. J. (2011). Self-regulation theory: applications to medical education: AMEE Guide No. 58. Medical teacher, 33(11), 875-886.
  • Sarwar, M., Alam, M., Hussain, S., Shah, A. A., and Jabeen, M. (2014). Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program. Language Testing in Asia, 4(1), 5.
  • Sperling, R. A., Howard, B. C., Staley, R., and DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2), 117-139.
  • Spruce, R., and Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), 245-277.
  • Tseng, W.-T., Dörnyei, Z., and Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
  • Ung, A., Salamonson, Y., Hu, W., and Gallego, G. (2016). Assessing knowledge, perceptions and attitudes to pain management among medical and nursing students: a review of the literature. British journal of pain, 10(1), 8-21.
  • Winefield, H. R., and Chur-Hansen, A. (2000). Evaluating the outcome of communication skill teaching for entry-level medical students: does knowledge of empathy increase? Medical Education, 34(2), 90-94.
  • Winne, P. H. (2014). Issues in researching self-regulated learning as patterns of events. Metacognition and Learning, 9(2), 229-237.
  • Winne, P. H., and Perry, N. E. (2000). Measuring self-regulated learning Handbook of self-regulation (pp. 531- 566): Elsevier.
  • Xu, H., Teo, H.-H., Tan, B. C., and Agarwal, R. (2012). Research note - effects of individual self-protection, industry self-regulation, and government regulation on privacy concerns: a study of location-based services. Information Systems Research, 23(4), 1342-1363.
  • Zimmerman, B. J., Bonner, S., and Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy: American Psychological Association.
  • Zumbrunn, S., Tadlock, J., and Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC), 1-28.

Cite this article

APA

    APA : Shah, M. A. U. H., Ahmad, I., & Saeed, M. (2020). Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students. Global Language Review, V(I), 113-124. https://doi.org/10.31703/glr.2020(V-I).13

CHICAGO

    CHICAGO : Shah, M. Anees Ul Husnain, Iqbal Ahmad, and Mohammad Saeed. 2020. "Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students." Global Language Review, V (I): 113-124 doi: 10.31703/glr.2020(V-I).13

HARVARD

    HARVARD : SHAH, M. A. U. H., AHMAD, I. & SAEED, M. 2020. Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students. Global Language Review, V, 113-124.

MHRA

    MHRA : Shah, M. Anees Ul Husnain, Iqbal Ahmad, and Mohammad Saeed. 2020. "Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students." Global Language Review, V: 113-124

MLA

    MLA : Shah, M. Anees Ul Husnain, Iqbal Ahmad, and Mohammad Saeed. "Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students." Global Language Review, V.I (2020): 113-124 Print.

OXFORD

    OXFORD : Shah, M. Anees Ul Husnain, Ahmad, Iqbal, and Saeed, Mohammad (2020), "Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students", Global Language Review, V (I), 113-124

TURABIAN

    TURABIAN : Shah, M. Anees Ul Husnain, Iqbal Ahmad, and Mohammad Saeed. "Validation of Self-Regulated Motivation Scale for Measuring English Oral Communication among Medical Students." Global Language Review V, no. I (2020): 113-124. https://doi.org/10.31703/glr.2020(V-I).13