ITEST Resources

The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research. We sought to understand the nature of the STEM-related interests of 10-/11-year-old youth living in a single urban community and the factors that seem to influence whether these various dimensions of interest increase

MATHEMATICS SCALE: The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with

Understanding the features of science learning experiences that organize and motivate children at early ages can help educators and researchers findways to ignite interest to support future passion and learning in the sciences at a time when children’s motivation is declining. Using a sample of 252 fifth- and sixth-grade students, we systematically explore differences in children’s motivations toward science experiences across context (formal, informal, neutral), manner of interaction (consuming new knowledge, analyzing, action), and topic (e.g., biology, earth science, physics). Motivations

Background Self‐efficacy has been shown to be positively related to undergraduate engineering students' achievement. Designing self‐efficacy measures to assess the multifaceted skills required of engineers could improve the predictive relationship between efficacy beliefs and performance. Purpose This study evaluates the factor structure, validity, and reliability of general and skill‐specific engineering self‐efficacy measures created for use with undergraduate engineering students. Design/Method Self‐efficacy items used for the measures were created and adapted from those used previously

The purpose of the present research was to develop and validate a situational (or state) measure of motivation, the Situational Motivation Scale (SIMS). The SIMS is designed to assess the constructs of intrinsic motivation, identified regulation, external regulation, and amotivation (E. L. Deci & R. M. Ryan, 1985, 1991) in field and laboratory settings. Five studies were conducted to develop and validate the SIMS. Overall, results show that the SIMS is composed of 4 internally consistent factors. The construct validity of the scale is also supported by correlations with other constructs as

This work in progress describes the development of an instrument to measure the entrepreneurial mindset of engineering students. The need for developing an entrepreneurial mindset in engineering students is being recognized by many universities. However, very few comprehensive, generalized and well-validated instruments are available for assessment purpose. Most research and educational efforts focus on the design and implementation of engineering entrepreneurship programs, but assessment practices have not kept up. There are several reasons for the shortfall in assessment practices: 1)

The OECD Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old students approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly

This study examined relations between ratings of mother-child interactions in a problem-solving situation at school entry and academic achievement in grades 2, 3, and 4. Data on the child's cognitive and fine-motor ability and mother's education were also collected at school entry. Academic achievement was assessed with the Iowa Test of Basic Skills (ITBS). A factor score reflecting mother-child competence in the interaction situation correlated approximately .40 with ITBS total and subtest scores in grades 2, 3, and 4. In regression analyses with the mother-child measures entered first