Development and Validation of an Instrument to Assess Students' Science, Technology, Engineering, and Mathematics Identity

Autor/inn/en	Liu, Sijia; Xu, Shaorui; Li, Qiuye; Xiao, Hua; Zhou, Shaona
Titel	Development and Validation of an Instrument to Assess Students' Science, Technology, Engineering, and Mathematics Identity
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010138 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Sijia) ORCID (Li, Qiuye) ORCID (Zhou, Shaona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Concept; STEM Education; Student Attitudes; Reliability; Validity; Measures (Individuals); Middle School Students; High School Students; Factor Analysis; Student Interests; Sustainability; Psychometrics; Foreign Countries; China + Suchen Sie Ihr Suchwort? Selbstkonzept; STEM; Schülerverhalten; Reliabilität; Gültigkeit; Messdaten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Faktorenanalyse; Studieninteresse; Nachhaltigkeit; Psychometry; Psychometrie; Ausland
Abstract	Despite the high demand for STEM (science, technology, engineering, and mathematics) professionals, the STEM talent pipeline continues to leak. A framework of STEM identity could provide insight into why and to what extent individuals engage in STEM-related activities. The present study describes the process of developing and validating an instrument for assessing students' STEM identity. This instrument was created using the conceptual framework of science identity as its foundation. It aims to conceptualize student STEM identity and extend the STEM identity model. This developmental instrument was examined through expert review, small-scale pilot tests, student interviews, and large-scale field tests. The present study involved 2100 Chinese adolescents from middle and high schools in 10 regions. Factor analysis and Rasch analysis provided evidence of reliability and validity. The final instrument contained four dimensions: recognition, belonging, performance and competence, and interest. Our findings provide multiple sets of evidence for reliability and validity, supporting the appropriate structure of the instrument. It exhibits strong psychometric properties, which can be used to assess sustainability in students' STEM fields. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01