The Development of the STEM Career Interest Survey (STEM-CIS)
The Development of the STEM Career Interest Survey (STEM-CIS)
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DOI：
10.1007/s11165-013-9389-3
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发表时间：
2014-06-01
影响因子：
2.3
通讯作者：
Albert, Jennifer L.
中科院分区：
文献类型：
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作者：
Kier, Meredith W.;Blanchard, Margaret R.;Albert, Jennifer L.
在国际上，提高学生对科学、技术、工程和数学 (STEM) 职业兴趣的努力一直在不断增加。这些努力的目标往往是增加对 STEM 职业的兴趣，从而刺激经济增长并增强创新。科学和教育组织建议，从中学阶段就开始培养学生对 STEM 专业和职业的兴趣，此时学生正在发展自己的兴趣并认识到自己的学术优势。这些因素促使学者们呼吁建立能够有效衡量 STEM 课程和职业兴趣的工具，尤其是中学生。作为回应，我们利用社会认知职业理论开展了一项包含科学、技术、工程和数学分量表的调查。在这份手稿中，我们详细介绍了 STEM 职业兴趣调查的六个发展阶段。为了调查该工具的可靠性和心理测量特性，我们对 1,000 多名中学生（6-8 年级）进行了这项包含 44 项的调查，这些学生主要来自美国东南部的农村、高度贫困地区。验证性因子分析表明，STEM-CIS 是一个强大的单因子工具，并且还具有四个强大的特定学科子量表，允许单独或组合管理科学、技术、工程和数学子量表。该工具应该有助于研究、评估和专业发展，以衡量中学学生的 STEM 职业兴趣。
Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to interest students in STEM majors and careers begin at the middle school level, a time when students are developing their own interests and recognizing their academic strengths. These factors have led scholars to call for instruments that effectively measure interest in STEM classes and careers, particularly for middle school students. In response, we leveraged the social cognitive career theory to develop a survey with subscales in science, technology, engineering, and mathematics. In this manuscript, we detail the six stages of development of the STEM Career Interest Survey. To investigate the instrument's reliability and psychometric properties, we administered this 44-item survey to over 1,000 middle school students (grades 6-8) who primarily were in rural, high-poverty districts in the southeastern USA. Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and also has four strong, discipline-specific subscales, which allow for the science, technology, engineering, and mathematics subscales to be administered separately or in combination. This instrument should prove helpful in research, evaluation, and professional development to measure STEM career interest in secondary level students.