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Development and Validation of the Role Identity Surveys in Engineering (RIS-E) and STEM (RIS-STEM) for Elementary Students

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Title: Development and Validation of the Role Identity Surveys in Engineering (RIS-E) and STEM (RIS-STEM) for Elementary Students
Language: English
Authors: Paul, Kelli M. (ORCID 0000-0003-2322-7542), Maltese, Adam V., Svetina Valdivia, Dubravka
Source: International Journal of STEM Education. 2020 7.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1657519
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Self Concept, Elementary School Students, STEM Education, Career Choice, Decision Making, Student Surveys, Engineering, Validity, Reliability, Factor Analysis, Item Response Theory, Student Attitudes
DOI: 10.1186/s40594-020-00243-2
ISSN: 2196-7822
Abstract: Background: Despite the increasing number of science, technology, engineering, and mathematics (STEM) jobs available, concern continues to grow over the low number of students who choose to study and enter STEM fields. Research suggests that children begin to identify their interests and career aspirations related to STEM as early as elementary school when they begin to shape their personal identities and start making decisions about who they "are" and "could be" in the future, their role identities (e.g., scientist, engineer). Existing surveys that assess identity target high school or post-secondary students, with less work on elementary and middle school students. This paper describes the development and validation of survey instruments to assess engineering identity in elementary students and its adaptation to a more general STEM context. Results: The role identity survey in engineering (RIS-E) was developed across four phases of pilot testing where it was administered to 634 students in third-sixth grade enrolled in classrooms in the West, Midwest, and Northeastern United States. Exploratory modeling approaches and scale reliability were used to narrow down items, while confirmatory factor analyses (CFA) and item response theory (IRT) approaches were used to examine item performance. The final survey contained four scales that assess aspects of one's identity (competence, interest, self-recognition, and recognition by others), all of which demonstrated strong psychometric properties. The RIS-E was then adapted to assess STEM identity (RIS-STEM), and it was administered to 678 fourth-fifth grade students enrolled in classrooms in the Southwestern United States. CFA and IRT analyses provided support for use of the RIS-STEM in a more general STEM context. Conclusions: The RIS-E and RIS-STEM appear to produce reliable scores that measure aspects of identity (engineering and STEM) in elementary students. Suggestions are made for future studies to examine how the RIS-E and RIS-STEM function across diverse student populations and the impact on one's identity as a result of curricula or programs designed to encourage and support identity development in youth, especially in engineering and STEM.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267370
Database: ERIC
FullText Text:
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  Data: Development and Validation of the Role Identity Surveys in Engineering (RIS-E) and STEM (RIS-STEM) for Elementary Students
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  Data: <searchLink fieldCode="AR" term="%22Paul%2C+Kelli+M%2E%22">Paul, Kelli M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2322-7542">0000-0003-2322-7542</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maltese%2C+Adam+V%2E%22">Maltese, Adam V.</searchLink><br /><searchLink fieldCode="AR" term="%22Svetina+Valdivia%2C+Dubravka%22">Svetina Valdivia, Dubravka</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2020 7.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1186/s40594-020-00243-2
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  Data: 2196-7822
– Name: Abstract
  Label: Abstract
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  Data: Background: Despite the increasing number of science, technology, engineering, and mathematics (STEM) jobs available, concern continues to grow over the low number of students who choose to study and enter STEM fields. Research suggests that children begin to identify their interests and career aspirations related to STEM as early as elementary school when they begin to shape their personal identities and start making decisions about who they "are" and "could be" in the future, their role identities (e.g., scientist, engineer). Existing surveys that assess identity target high school or post-secondary students, with less work on elementary and middle school students. This paper describes the development and validation of survey instruments to assess engineering identity in elementary students and its adaptation to a more general STEM context. Results: The role identity survey in engineering (RIS-E) was developed across four phases of pilot testing where it was administered to 634 students in third-sixth grade enrolled in classrooms in the West, Midwest, and Northeastern United States. Exploratory modeling approaches and scale reliability were used to narrow down items, while confirmatory factor analyses (CFA) and item response theory (IRT) approaches were used to examine item performance. The final survey contained four scales that assess aspects of one's identity (competence, interest, self-recognition, and recognition by others), all of which demonstrated strong psychometric properties. The RIS-E was then adapted to assess STEM identity (RIS-STEM), and it was administered to 678 fourth-fifth grade students enrolled in classrooms in the Southwestern United States. CFA and IRT analyses provided support for use of the RIS-STEM in a more general STEM context. Conclusions: The RIS-E and RIS-STEM appear to produce reliable scores that measure aspects of identity (engineering and STEM) in elementary students. Suggestions are made for future studies to examine how the RIS-E and RIS-STEM function across diverse student populations and the impact on one's identity as a result of curricula or programs designed to encourage and support identity development in youth, especially in engineering and STEM.
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        Value: 10.1186/s40594-020-00243-2
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      – SubjectFull: Self Concept
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      – SubjectFull: STEM Education
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      – SubjectFull: Career Choice
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