Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement
Abstract The representation of Spanish-speaking students in STEM identity literature, particularly in physics identity, is conspicuously minimal. This study addresses this gap with a two-pronged approach. First, a physics identity instrument was adapted for Spanish-speaking STEM students to promote...
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| Format: | Article |
| Language: | English |
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Springer Nature
2024-11-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-024-04112-z |
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| author | Omar Israel González Peña Gustavo Morán-Soto Blas Manuel Rodriguez-Lara |
| author_facet | Omar Israel González Peña Gustavo Morán-Soto Blas Manuel Rodriguez-Lara |
| author_sort | Omar Israel González Peña |
| collection | DOAJ |
| description | Abstract The representation of Spanish-speaking students in STEM identity literature, particularly in physics identity, is conspicuously minimal. This study addresses this gap with a two-pronged approach. First, a physics identity instrument was adapted for Spanish-speaking STEM students to promote inclusivity in educational research. Data from 334 Mexican STEM students was collected and analysed for validation through factor analyses and Cronbach’s alpha, confirming the structural integrity and reliability of the adapted instrument. Second, the instrument was employed to examine the correlation between physics identity and academic performance in a separate dataset from 200 engineering students, using multivariate linear and logistic regressions. The findings underscore gender’s impact on physics course grades. Notably, variations in physics identity among engineering students indicated a potential link with their chosen field. Despite the importance of physics in engineering, physics identity was lower than expected, and performance in physics courses did not consistently correlate with a strong physics identity. However, the ‘interest in physics topics’ subconstruct did correlate with physics course grades. This research fills a critical void by providing an adapted instrument for assessing physics identity in Spanish-speaking students and underscores the need for pedagogical shifts to enhance physics identity and STEM outcomes for Latino students. |
| format | Article |
| id | doaj-art-3fa1a9b69a80472f9eb75d38806bf9a4 |
| institution | Kabale University |
| issn | 2662-9992 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj-art-3fa1a9b69a80472f9eb75d38806bf9a42024-11-24T12:15:20ZengSpringer NatureHumanities & Social Sciences Communications2662-99922024-11-0111111210.1057/s41599-024-04112-zDecoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievementOmar Israel González Peña0Gustavo Morán-Soto1Blas Manuel Rodriguez-Lara2Vice-Rectorate of Health Sciences, Universidad de MonterreyDepartment of Basic Sciences, Instituto Tecnológico de Durango, Blvd. Felipe Pescador 1830, Nueva VizcayaUniversidad Politécnica de Pachuca, Carr. Pachuca-Cd. Sahagún Km. 20, Ex Hda. Santa BárbaraAbstract The representation of Spanish-speaking students in STEM identity literature, particularly in physics identity, is conspicuously minimal. This study addresses this gap with a two-pronged approach. First, a physics identity instrument was adapted for Spanish-speaking STEM students to promote inclusivity in educational research. Data from 334 Mexican STEM students was collected and analysed for validation through factor analyses and Cronbach’s alpha, confirming the structural integrity and reliability of the adapted instrument. Second, the instrument was employed to examine the correlation between physics identity and academic performance in a separate dataset from 200 engineering students, using multivariate linear and logistic regressions. The findings underscore gender’s impact on physics course grades. Notably, variations in physics identity among engineering students indicated a potential link with their chosen field. Despite the importance of physics in engineering, physics identity was lower than expected, and performance in physics courses did not consistently correlate with a strong physics identity. However, the ‘interest in physics topics’ subconstruct did correlate with physics course grades. This research fills a critical void by providing an adapted instrument for assessing physics identity in Spanish-speaking students and underscores the need for pedagogical shifts to enhance physics identity and STEM outcomes for Latino students.https://doi.org/10.1057/s41599-024-04112-z |
| spellingShingle | Omar Israel González Peña Gustavo Morán-Soto Blas Manuel Rodriguez-Lara Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement Humanities & Social Sciences Communications |
| title | Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement |
| title_full | Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement |
| title_fullStr | Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement |
| title_full_unstemmed | Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement |
| title_short | Decoding physics identity: a Spanish-language adaptation on an instrument and its correlation with STEM achievement |
| title_sort | decoding physics identity a spanish language adaptation on an instrument and its correlation with stem achievement |
| url | https://doi.org/10.1057/s41599-024-04112-z |
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