Examining the Factor Structure of a Middle School STEM Occupational Values Scale

Autor/inn/en	Harlan, Jessica; Van Haneghan, James
Titel	Examining the Factor Structure of a Middle School STEM Occupational Values Scale
Quelle	In: Journal of Pre-College Engineering Education Research, 10 (2020) 2, S.47-57, Artikel 4 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.7771/2157-9288.1141
Schlagwörter	Engineering; Technical Occupations; Middle School Students; Values; Work Attitudes; Psychometrics; Factor Structure; Attitude Measures; Grade 6; Grade 8; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Maschinenbau; Technical occupation; Technischer Beruf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wertbegriff; Work attitude; Arbeitshaltung; Psychometry; Psychometrie; Faktorenstruktur; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Testreliabilität; Testvalidität
Abstract	As part of a longitudinal study of the development and implementation of a middle school engineering design curriculum, we have used an occupational values subscale of the Assessing Men and Women in Engineering (AWE) project's Engineering version of the Core Survey for Middle School-Aged Participants to measure student occupational interest in science, technology, engineering, and mathematics (STEM). According to the developers, this set of tools is intended to measure factors related to STEM careers, including occupational interests. While the AWE tools have been widely used, there have been no formal examinations of the psychometric properties of the middle school tools. Using a sample of our program participants, we examined the underlying factor structures of the occupational values subscale using exploratory and confirmatory factor analysis. We found that the AWE Work Values scale assesses two separate sets of occupational values: (1) using analytical and problem-solving skills and (2) personal satisfaction. Even though these two factors were confirmed, we conclude that there is still a need to improve reliability and more clearly define the constructs measured. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01