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Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation

Author

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  • Gustavo Morán-Soto

    (Department of Basic Sciences, Instituto Tecnológico de Durango, Durango 34080, Mexico
    Department of Basic Sciences Campus Durango, Tecnológico Nacional de Mexico, Ciudad de Mexico 03330, Mexico)

  • Omar Israel González Peña

    (School of Engineering and Science, Tecnológico de Monterrey, Monterrey 64849, Mexico
    Institute for the Future of Education, Tecnológico de Monterrey, Monterrey 64849, Mexico
    Evidence-Based Medicine Research Unit, Children’s Hospital of Mexico Federico Gómez, National Institute of Health, Ciudad de Mexico 06720, Mexico
    National Institute of Sciences and Innovation for the Formation of the Scientific Community, INDEHUS, Anillo Periferico 4860, Arenal de Guadalupe, Tlalpan, Ciudad de Mexico 14389, Mexico)

Abstract

There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who are grossly underrepresented in these careers. Therefore, it is a priority to generate assessing instruments that are adapted to the cultural context of Latino students in their language to attract a more diverse population to STEM areas. This study presents a thorough validation process of the adaptation of the Self-Efficacy Survey (MSES) to the Spanish language and Mexican engineering context. Exploratory and confirmatory factor analyses were conducted with data collected from 683 Mexican engineering students to analyze its validity. The results highlight that the original three dimensions of the MSES still show a sound structure to assess math self-efficacy, and the confirmatory factor analysis eliminated items that were outdated and out of the context of this specific population. As a result, this study presents a 12-item adaptation that could help Latino researchers to collect reliable math self-efficacy data to better understand how their students feel when they learn and practice mathematics.

Suggested Citation

  • Gustavo Morán-Soto & Omar Israel González Peña, 2022. "Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation," Mathematics, MDPI, vol. 10(16), pages 1-17, August.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:16:p:2905-:d:886970
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    References listed on IDEAS

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    1. Paloma de las Cuevas & Maribel García-Arenas & Nuria Rico, 2022. "Why Not STEM? A Study Case on the Influence of Gender Factors on Students’ Higher Education Choice," Mathematics, MDPI, vol. 10(2), pages 1-16, January.
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    4. Gustavo Morán-Soto & Juan Antonio Valdivia Vázquez & Omar Israel González Peña, 2022. "Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language," Mathematics, MDPI, vol. 10(5), pages 1-19, March.
    5. Aleksandra Krstikj & Juan Sosa Godina & Luciano García Bañuelos & Omar Israel González Peña & Héctor Nahún Quintero Milián & Pedro Daniel Urbina Coronado & Ana Yael Vanoye García, 2022. "Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review," Sustainability, MDPI, vol. 14(13), pages 1-20, July.
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