A Measure of College Student Persistence in the Sciences (PITS)
A Measure of College Student Persistence in the Sciences (PITS)
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DOI：
10.1187/cbe.15-09-0185
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发表时间：
2016-12-01
影响因子：
3.7
通讯作者：
Hatfull, Graham F.
中科院分区：
文献类型：
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作者：
Hanauer, David I.;Graham, Mark J.;Hatfull, Graham F.
促进本科生坚持科学、技术、工程和数学(STEM)学科的课程改革可能与特定的学生心理结果有关，需要有效评估这些发展的工具。在这里，我们描述了科学中的持久性(PITS)评估调查的理论基础、心理测量学特性和预测能力，该调查旨在以课程为基础的研究经验(CRES)来衡量这些。该调查由现有的心理评估工具构成，包括项目所有权(情绪和内容)、自我效能感、科学认同感、科学社区价值观和网络等六因素结构，并得到部分验证性因素分析的支持。该调查具有很强的内部一致性(Cronbach‘s Alpha：Alpha=0.96)，并使用标准的简单和多元回归分析进行了验证。回归分析表明，PITS调查的因素是成为一名研究科学家的意向的重要预测因素，因此，有可能用于衡量在科学领域的持久性。PITS调查提供了一种有效的方法来衡量与STEM持久力相关的本科生研究经历的心理结果，并提供了一种开发和验证更复杂的评估工具的方法，这些工具可以识别CRE中嵌入的教育机会类型的特殊性。
Curricular changes that promote undergraduate persistence in science, technology, engineering, and mathematics (STEM) disciplines are likely associated with particular student psychological outcomes, and tools are needed that effectively assess these developments. Here, we describe the theoretical basis, psychometric properties, and predictive abilities of the Persistence in the Sciences (PITS) assessment survey designed to measure these in course-based research experiences (CREs). The survey is constructed from existing psychological assessment instruments, incorporating a six-factor structure consisting of project ownership (emotion and content), self-efficacy, science identity, scientific community values, and networking, and is supported by a partial confirmatory factor analysis. The survey has strong internal consistency (Cronbach's alpha: alpha = 0.96) and was validated using standard simple and multiple regression analyses. The regression analyses demonstrated that the factors of the PITS survey were significant predictors of the intent to become a research scientist and, as such, potentially valid for the measurement of persistence in the sciences. The PITS survey provides an effective method for measuring the psychological outcomes of undergraduate research experiences relevant to persistence in STEM and offers an approach to the development and validation of more sophisticated assessment tools that recognize the specificities of the type of educational opportunities embedded in a CRE.