Jones, Brett D.Wilkins, Jesse L.Schram, Ásta B.Gladman, TehminaKenwright, DianeLucio-Ramírez, César A.2024-07-302024-07-302023-08-02https://hdl.handle.net/10919/120767Purpose: The aim of the study was to examine the validity evidence for the 19-item form of the MUSIC Model of Academic Motivation Inventory (College Student version) within health science schools in three different countries. The MUSIC Inventory includes five scales that assess the motivational climate by measuring students’ perceptions related to five separate constructs: empowerment, usefulness, success, interest, and caring. Background: The 26-item form of the MUSIC Inventory has been validated for use with undergraduate students and with students in professional schools, including students at a veterinary medicine school, a pharmacy school, and a medical school. A 19-item form of the MUSIC Inventory has also been validated for use with undergraduate students, but it has not yet been validated for use with medical school students. The purpose of this study was to provide validity evidence for the use of the 19-item form in heath science schools in three different countries to determine if this version is acceptable for use in different cultures. If validated, this shorter form of the MUSIC Inventory would provide more differentiation between the Interest and Usefulness scales and could reduce respondent fatigue. Methodology: Cook et al’s practical guidelines were followed to implement Kane’s validity framework as a means to examine the evidence of validity through scoring inferences, generalization inferences, and extrapolation inferences. Students (n = 667) in health science schools within three countries were surveyed. Results: The results produced evidence to support all five hypotheses related to scoring, generalization, and extrapolation inferences. Conclusions: Scores from the 19-item form of the MUSIC Inventory are valid for use in health science courses within professional schools in different countries. Therefore, the MUSIC Inventory can be used in these schools to assess students’ perceptions of the motivational climate.10 pagesapplication/pdfenCreative Commons Attribution 4.0 InternationalMotivational climateStudent motivationEngagementMUSIC model of academic motivation inventoryAffective assessmentArticle - Refereedhttps://doi.org/10.1186/s12909-023-04311-323