A Multi-Dimensional Scale for Measuring Undergraduates Interest in STEM Disciplines

Abstract

AbstractOne of the major challenges faced by the education system today is the lack of interest exhibited by undergraduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This is particularly concerning as the world is becoming increasingly technology-driven, and a skilled workforce is necessary to meet future demands. Therefore, fostering interest among undergraduates in STEM fields is imperative to improve their engagement and persistence in these disciplines. Numerous initiatives have been undertaken to enhance students' STEM interests in formal, non-formal, and informal learning settings. However, assessing the effectiveness of these initiatives requires a robust and validated measurement tool grounded in theoretical and empirical evidence. Without a valid and reliable instrument, it would be challenging to determine the effectiveness of these initiatives in promoting STEM education and interest among undergraduates.This study presents a STEM Interest Scale (SIS) that captures diverse psychological factors that affect students’ interest in STEM. To develop this scale, the study employs a cross-sectional quantitative design. The data collection process involved two phases for developing and validating the scale. In phase I, 280 participants were surveyed to perform exploratory factor analysis (EFA) to identify the underlying dimensions of STEM interest. In phase II, a sample of 266 students was used to assess the psychometric characteristics of the ‘STEM Interest Scale (SIS) using confirmatory factor analysis (CFA) and nomological validity. The outcome of the EFA revealed that the STEM Interest scale is comprised of four psychological factors: intrinsic motivation, self-efficacy, self-concept, and employment aspiration, while the CFA and nomological network confirm the validity of these factors. The present research is a pioneering effort to holistically capture STEM interest, thereby paving the way for informed interventions in STEM education.