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Background <p>Meta-motivational strategies refer to the ability to monitor and adapt one’s motivational state to accomplish certain goals and are highly significant in medical students due to their unique educational environment. The utilization of such strategies has not been previously studied in Jordanian medical students.</p> Methods <p>A cross-sectional design surveyed 409 students using the Meta-Motivational Strategies in Medical Students Questionnaire (MSMQ), assessing seven domains: regulation of value, environmental structuring, relatedness, promotional/preventional situational awareness, situational interest, and self-consequencing.</p> Results <p>Key findings revealed regulation of value and environmental structuring as dominant strategies, aligning with societal emphasis on education and adaptive responses to academic rigor. Male students scored significantly higher in regulation of relatedness (MD: -0.79, <i>p</i> &lt; 0.05). Students living alone demonstrated stronger environmental structuring (MD: 1.16, <i>p</i> &lt; 0.05) and self-consequencing (MD: 0.68, <i>p</i> = 0.024). Students who chose to enroll in medicine autonomously scored higher across most strategies (<i>p</i> &lt; 0.05). Students who participated in research activities exhibited greater regulation of value and situational interest (<i>p</i> &lt; 0.05). GPA disparities highlighted that high achievers (Excellent GPA) scored higher in regulation of value and environmental structuring (<i>p</i> &lt; 0.05). No differences emerged between first-generation and non-first-generation students.</p> Conclusion <p>These findings emphasize cultural, institutional, and psychological influences on meta-motivation; by bridging these gaps, educators can develop targeted interventions to foster adaptive meta-motivational strategies, ultimately supporting student well-being and success in medicine.</p>

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Exploring the meta-motivational strategies utilized by medical students in Jordan: an exploratory study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月18日

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  • Rand Murshidi,
  • Mahmoud Abdallat,
  • Muhammad Hammouri,
  • Rand Al-Huneidy,
  • Khaled Alenezi,
  • Abdulhadi Alrajehi,
  • Nawal Al-Mutairi,
  • Waleed Alkanderi,
  • Abdulwahab Alkandari,
  • Abdulrahman Aldousari,
  • Sara Alenezi,
  • Ahmad Taleb,
  • Sayed Alzalzaleh,
  • Adnan Alkayal,
  • Hana Taha,
  • Abdallah Al-Ani

摘要

Background

Meta-motivational strategies refer to the ability to monitor and adapt one’s motivational state to accomplish certain goals and are highly significant in medical students due to their unique educational environment. The utilization of such strategies has not been previously studied in Jordanian medical students.

Methods

A cross-sectional design surveyed 409 students using the Meta-Motivational Strategies in Medical Students Questionnaire (MSMQ), assessing seven domains: regulation of value, environmental structuring, relatedness, promotional/preventional situational awareness, situational interest, and self-consequencing.

Results

Key findings revealed regulation of value and environmental structuring as dominant strategies, aligning with societal emphasis on education and adaptive responses to academic rigor. Male students scored significantly higher in regulation of relatedness (MD: -0.79, p < 0.05). Students living alone demonstrated stronger environmental structuring (MD: 1.16, p < 0.05) and self-consequencing (MD: 0.68, p = 0.024). Students who chose to enroll in medicine autonomously scored higher across most strategies (p < 0.05). Students who participated in research activities exhibited greater regulation of value and situational interest (p < 0.05). GPA disparities highlighted that high achievers (Excellent GPA) scored higher in regulation of value and environmental structuring (p < 0.05). No differences emerged between first-generation and non-first-generation students.

Conclusion

These findings emphasize cultural, institutional, and psychological influences on meta-motivation; by bridging these gaps, educators can develop targeted interventions to foster adaptive meta-motivational strategies, ultimately supporting student well-being and success in medicine.