Abstract
Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.
Highlights
It is difficult to imagine that a country can develop economically without sufficient human capital skilled in science, technology, engineering, and mathematics (STEM) to design and create technological solutions for modern problems [1,2]
The results shown in the exploratory factor analyses were an excellent start to validate the Mexican Mathematic Self-Efficacy Survey (MSES) adaptation, the authors of this research recommend continuing factor analyses with the 29 items suggested by the results in this study for the factors of everyday math activities (13 items) and math problem-solving (16 items) to strengthen the solution this study proposes
The results of this study are a first step to adapt the MSES to a version of the Spanish language and Mexican culture to measure the levels of math self-efficacy in STEM students
Summary
It is difficult to imagine that a country can develop economically without sufficient human capital skilled in science, technology, engineering, and mathematics (STEM) to design and create technological solutions for modern problems [1,2]. In the particular case of Latin American countries such as Mexico, great interest has been shown in preparing highly trained personnel in STEM areas to promote national development This is one of the priorities of the federal government of Mexico, which has programs to promote the education and training of personnel to develop and implement new technologies [3]. To meet this need, educators must design curricular and pedagogical plans that attract more young people to study and prepare for STEM careers, and universities must be prepared to keep these students interested and motivated in completing degree requirements in these areas. This research proposes generating a better understanding of students’ mathematics practices in their preparatory training aiming to motivate young people to use mathematics to solve problems using science and technology [13]
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