BACKGROUND: metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that medical students manage their motivational states. This study aim to identify the motivational strategies of medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS: This qualitative study uses directed content analysis of the narrative responses of 18 medical students to draft an in‑, depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID‑, 19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngä, s. RESULTS: Seven main themes were extracted as the motivational strategies of medical students including “, regulation of value, ”,“, regulation of situational interest, ”,“, self‑, consequating, ”,“, environmental structuring, ”,“, efficacy management, ”,“, regulation of relatedness, ”,and “, regulation of situational awareness. ”,In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in medical education. CONCLUSION: Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of medical students, identifying and strengthening metamotivational strategies is the first step.

The aim of this study was to investigate the relationship between coping strategies and metamotivation dominance in academic elite athletes based on reversal theory. 124 athletes who were the members of university sport teams participated in this study by convenience sampling method. In this study, Telic Dominance Scale was used to measure and determine metamotivation dominance and the Persian version of coping strategies questionnaire was utilized to assess athletes’ coping strategies. The results of K-S test showed that the data distribution was not normal; so data were analyzed by Spearman correlation coefficient and U Mann-Whitney test. The results of correlation test showed a negative and significant relationship between activity orientation coping strategies and Telic dominance and a positive and significant relationship between emotion orientation strategies and Telic dominance. Also, the results of U Mann-Whitney test showed that those with Telic used more emotion orientation strategies while those with Paratelic used more activity orientation strategies. Consequently, it is recommended that coaches should identify athletes’ metamotivation dominance to use appropriate coping strategies.

2Introduction: Self-regulation motivation in medical students in clinical education is a key factor in their academic success. This study aims to compare the status of self-regulation motivation strategies in medical students before and after the beginning of clinical education at Kerman University of Medical Sciences in 2022. Method: This semi-experimental single-group study used the Meta-Motivational Strategies in Medical Students Questionnaire for 80 medical students who were clerkships. Results: The mean of self-regulation motivation strategies in medical students before entering the clinical education phase was 113.43, and at the end of the first semester of clinical education was 116.20. The results showed an increase in the status of self-regulation motivation strategies by medical students in the clinical education phase. The most self-regulation motivation strategy used by students before and after the start of clinical education was "Regulation of value". Conclusion: Medical students use different strategies to regulate their motivation during clinical education. To maintain and increase the motivation of medical students, it is crucial to identify and strengthen self-regulation motivation strategies.