Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers
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| Title: | Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers |
|---|---|
| Language: | English |
| Authors: | Linda Morell (ORCID |
| Source: | Research in Science Education. 2025 55(2):359-382. |
| 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: | 24 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institute of General Medical Sciences (NIGMS) (DHHS/NIH) |
| Contract Number: | 8R25GM129194 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Identification (Psychology), Student Research, Researchers, Student Attitudes, STEM Education, Learner Engagement, Student Experience, Discovery Learning, Construct Validity |
| DOI: | 10.1007/s11165-024-10194-1 |
| ISSN: | 0157-244X 1573-1898 |
| Abstract: | The authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students' attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey-Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465138 |
| Database: | ERIC |
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| Abstract: | The authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students' attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey-Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines. |
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| ISSN: | 0157-244X 1573-1898 |
| DOI: | 10.1007/s11165-024-10194-1 |
