Psychometric Properties of the Science Self-Efficacy Scale for STEMM Undergraduates
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| 出版年: | European Journal of Investigation in Health, Psychology and Education vol. 15, no. 7 (2025), p. 124-139 |
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| 第一著者: | |
| その他の著者: | , |
| 出版事項: |
MDPI AG
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| 主題: | |
| オンライン･アクセス: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 022 | |a 2174-8144 | ||
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| 024 | 7 | |a 10.3390/ejihpe15070124 |2 doi | |
| 035 | |a 3233129036 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Srinivasan Jayashri |u School of Education and Information Studies, University of California, Los Angeles, CA 90095, USA | |
| 245 | 1 | |a Psychometric Properties of the Science Self-Efficacy Scale for STEMM Undergraduates | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Biomedical research training initiatives need rigorous evaluation to achieve national goals of supporting a robust workforce in the biomedical sciences. Higher science self-efficacy is associated with the likelihood of pursuing a science-related research career, but we know little about the psychometric properties of this construct. In this study, we report on a comprehensive validation study of the Science Self-Efficacy Scale using a robust sample of 10,029 undergraduates enrolled across 11 higher education institutions that were part of a biomedical training initiative funded by the National Institutes of Health in the United States. We found the scale to be unidimensional with an Omega hierarchical (ωh) reliability coefficient of 0.86 and a marginal reliability of 0.91. Within the item response theory framework, we did not detect variation in item parameters across undergraduates’ race/ethnicity; however, one item had parameters that varied across gender identity. We determined that the Science Self-Efficacy Scale can be employed across undergraduates enrolled in science, and researchers can use the scale across a diverse group of students. Implications include ensuring that the scale functions consistently across diverse populations, enhancing the validity of conclusions that can be drawn from survey data analysis. Validating this construct with item response theory models strengthens its use for future research. | |
| 653 | |a Higher education | ||
| 653 | |a Datasets | ||
| 653 | |a Careers | ||
| 653 | |a Science | ||
| 653 | |a Discriminant analysis | ||
| 653 | |a Gender | ||
| 653 | |a Biomedical research | ||
| 653 | |a Item response theory | ||
| 653 | |a Ethnicity | ||
| 653 | |a Validation studies | ||
| 653 | |a Skills | ||
| 653 | |a Validity | ||
| 653 | |a Quantitative psychology | ||
| 653 | |a Workforce | ||
| 653 | |a College students | ||
| 653 | |a Missing data | ||
| 653 | |a Multiculturalism & pluralism | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a Construct Validity | ||
| 653 | |a Research Training | ||
| 653 | |a Research Skills | ||
| 653 | |a Factor Analysis | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Scientific Methodology | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Measurement Techniques | ||
| 653 | |a Reliability | ||
| 653 | |a Program Evaluation | ||
| 653 | |a Factor Structure | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Beliefs | ||
| 653 | |a Student Surveys | ||
| 653 | |a Scientific Research | ||
| 653 | |a Program Attitudes | ||
| 653 | |a Psychometrics | ||
| 653 | |a Evaluators | ||
| 653 | |a Labor Force Development | ||
| 653 | |a College Science | ||
| 700 | 1 | |a Cobian, Krystle P |u Geffen School of Medicine, University of California, Los Angeles, CA 90095, USA | |
| 700 | 1 | |a Jeon Minjeong |u School of Education and Information Studies, University of California, Los Angeles, CA 90095, USA | |
| 773 | 0 | |t European Journal of Investigation in Health, Psychology and Education |g vol. 15, no. 7 (2025), p. 124-139 | |
| 786 | 0 | |d ProQuest |t Psychology Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3233129036/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3233129036/fulltextwithgraphics/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3233129036/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |