<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000500204</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210066.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Psychometric assessment of the Instructional Materials Motivation Survey (IMMS) instrument in a remote learning environment]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação psicométrica do instrumento Instructional Materials Motivation Survey (IMMS) em ambiente remoto de aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso-Júnior]]></surname>
<given-names><![CDATA[Aloísio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Rosa Malena Delbone de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade José do Rosário Vellano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students&#8217; motivation after instructional activities.  Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese.  Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach&#8217;s alpha coefficient were used to assess the validity and reliability of the instrument.  Results:  The PCA reduced the instrument&#8217;s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach&#8217;s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension).  Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A motivação contribui sobremaneira para a aprendizagem, sendo um fator preditor da performance do estudante. Assim, instrumentos que avaliam a motivação, após exposição a diferentes estratégias e materiais de ensino, podem contribuir para a análise de sua efetividade e decisão sobre esta. Nesse sentido, o instrumento Instructional Materials Motivation Survey (IMMS) mede a motivação dos estudantes após atividades instrucionais.  Objetivo: Esta pesquisa teve como objetivo avaliar as evidências de validade do IMMS, previamente traduzido e adaptado transculturalmente para o português brasileiro.  Método: Trata-se de um estudo transversal de avaliação das propriedades psicométricas do questionário IMMS, aplicado a 211 estudantes do primeiro, terceiro e quarto períodos do curso de Medicina da Universidade José do Rosário Vellano (Unifenas - câmpus de Belo Horizonte). Adotaram-se a análise de componentes principais (ACP) com rotação Varimax e o coeficiente alfa de Cronbach para avaliação da validade e da confiabilidade do instrumento.  Resultado: A ACP reduziu os itens do instrumento de 36 para 25, distribuídos em quatro dimensões. A saturação dos itens nas dimensões variou de 0,529 a 0,790, e a variância total explicada foi de 63,12%. A confiabilidade do IMMS modificado (IMMS-BRV), medida pelo alfa de Cronbach, variou de 0,76 (dimensão atenção) a 0,93 (dimensão interesse).  Conclusão: A aplicação do IMMS no cenário de ensino remoto, por meio de videoaulas assíncronas de anatomia humana, resultou em instrumento alternativo (IMMS-BRV), modificado com menor número de itens (mais parcimonioso) e boa consistência interna, demonstrando evidências preliminares de adequação de sua validade e confiabilidade.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Psychometrics]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Motivação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Psicometria]]></kwd>
</kwd-group>
</article-meta>
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