Psychometric properties of a measurement model for mathematical self-concept and teaching support in STEM.

Abstract

The objective of the study was the psychometric validation of a scale to measure the perception of mathematical self-concept and its relationship with teaching support in STEM disciplines (Science, Technology, Engineering and Mathematics) in high school students in Tabasco, Mexico. The study was quantitative, non-experimental, and correlational. The data was collected at 17 campuses, with a sample of 685 students. Reliability was verified using Cronbach's Alpha coefficient, construct validity was carried out by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The measurement model confirmed the proposed theoretical structure through the adjustment indicators of the AFE and CFA.