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Development and validation of the Value-Expectancy STEM Assessment Scale for students in higher education

机译：高等教育学生期望值STEM评估量表的编制和验证

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Background Science, technology, engineering, and math (STEM) jobs are expected to make up a significant portion of the U.S. workforce. Unfortunately, the trend in retaining students in STEM majors has been going down. If higher education institutions are going to retain more students in STEM majors, it will be important to understand who leaves STEM fields and why. More than 32% of women college students who declare a STEM major are likely to switch to non-STEM majors before they graduate, whereas only 25% of their male counterparts do so, and women may be as much as 1.5 times more likely than men to leave STEM fields. Thus, women represent a significant potential source for increasing STEM majors. Research suggests that values and expectations are powerful predictors of motivation and persistence in a wide variety of activities, tasks, and careers. This paper describes the development and validation of an instrument to measure student motivation, particularly that of women, leading to decisions to persist in or switch out of collegiate STEM programs. Results The Value-Expectancy STEM Assessment Scale (VESAS), adapted from the Values, Interest, and Expectations Scale, or VIES, was validated with 356 women students from a Midwestern research university as part of a larger study on the reasons that women persist or leave STEM majors. A confirmatory factor analysis suggested a two-factor model, which reflected the components of Eccles et al.’s expectancy-value model. Cronbach’s alphas suggested that the VESAS subscales had high internal consistency. Statistically significant differences were found between STEM switchers and persisters on all of the VESAS subscales, thus lending additional support for the validity of the instrument. Conclusions The VESAS appears to be a valid scale for measuring female college students’ value for and expectations regarding STEM majors. Suggestions are made for use of the VESAS in future studies to examine how motivations of women students enrolled in STEM programs change over time and to better understand when retention interventions might be needed and with whom.
机译：背景科学，技术，工程和数学（STEM）职位预计将占美国劳动力的很大一部分。不幸的是，保留STEM专业学生的趋势一直在下降。如果高等教育机构打算在STEM专业中留住更多学生，那么了解谁离开STEM领域以及原因为何就很重要。宣称拥有STEM专业的女大学生中，超过32％的学生在毕业前可能会改用非STEM专业，而男生中只有25％的男生这样做，而女性的可能性可能是男性的1.5倍离开STEM栏位。因此，女性代表了增加STEM专业的重要潜在来源。研究表明，价值观和期望是各种活动，任务和职业中动力和毅力的有力预测指标。本文介绍了一种测量和评估学生动机（尤其是女性动机）的工具的开发和验证，该工具可以决定坚持或退出大学STEM计划。结果根据价值，兴趣和期望量表（VIES）改编的价值预期STEM评估量表（VESAS）已由来自中西部研究大学的356名女学生进行了验证，这是一项较大的研究的一部分，该研究基于妇女坚持或坚持的原因。离开STEM专业。验证性因素分析建议采用两因素模型，该模型反映了Eccles等人的期望值模型的组成部分。克龙巴赫（Cronbach）的alpha值表明VESAS分量表具有很高的内部一致性。在所有VESAS分量表上，STEM切换器和持久性之间发现了统计学上的显着差异，因此为仪器的有效性提供了额外的支持。结论VESAS似乎是衡量女大学生对STEM专业的价值和期望的有效量表。建议在以后的研究中使用VESAS，以检查入读STEM计划的女学生的动机如何随时间变化，并更好地了解何时可能需要保留干预以及与谁进行干预。

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