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Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

Author

Listed:
  • Gustavo Morán-Soto

    (Department of Basic Sciences, Instituto Tecnologico de Durango, Tecnologico Nacional de Mexico, Blvd. Felipe Pescador 1830, Nueva Vizcaya, Durango 34080, Mexico)

  • Juan Antonio Valdivia Vázquez

    (School of Medicine and Health Sciences, Tecnologico de Monterrey, Av. Ignacio Morones Prieto 3000, Sertoma, Monterrey 64710, Mexico
    School of Psychology, Universidad de Monterrey, Av. Morones Prieto No. 4500, San Pedro Garza Garcia 66238, Mexico)

  • Omar Israel González Peña

    (School of Engineering and Science, Tecnologico de Monterrey, Av. Eugenio Garza Sada Sur No. 2501, col. Tecnologico, Monterrey 64849, Mexico
    Institute for the Future of Education, Tecnologico de Monterrey, Av. Eugenio Garza Sada Sur No. 2501, col. Tecnologico, Monterrey 64849, Mexico)

Abstract

Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:5:p:798-:d:762685
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    References listed on IDEAS

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    Cited by:

    1. 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.
    2. 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.

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