Development and validation of an instrument to assess students’ science, technology, engineering, and mathematics identity

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.