Student-perceived quality of motivational interviewing training: A factor-analytic study

Douglas Smith, Melinda Hohman, Stéphanie Wahab, Trevor Manthey

Research output: Contribution to journalArticlepeer-review


Objective: This study developed and tested a student-report measure of motivational interviewing (MI) teaching quality called the Evaluation of Motivational Interviewing Teaching (EMIT) scale. Method: Social work students (N = 297) receiving course content on motivational interviewing completed the EMIT, and exploratory factor analysis investigated whether theory-based dimensions of teaching emerged as EMIT subscales, including: interactivity/skill building, MI content coverage, modeling MI during teaching, trainee autonomy violation, and encouraging ongoing training in MI. Results: Two subscales emerged representing MI-consistent (28 items, α =.92) and MI-inconsistent teaching practices (7 items, α =.73). Conclusions: Although more research is needed on the EMIT, this study supports the initial reliability of the instrument and can help social work educators evaluate MI teaching quality.

Original languageEnglish (US)
Pages (from-to)1-18
Number of pages18
JournalJournal of the Society for Social Work and Research
Issue number1
StatePublished - Mar 1 2017


  • Evidence-based practice
  • Factor analysis
  • Motivational interviewing
  • Teaching

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Sociology and Political Science


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