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Llerandi-Románb,c, Lizmar Pérez-Donatoa, Natalia Calzada-Jorgea, Stephanie Mendozad, Faviola Laureano-Torresa, A. Valance Washingtona, Michelle Borreroaa Biology Department, University of Puerto Rico, Río Piedras Campus, San Juan, PR 00931  \nbPuerto Rico-Louis Stokes Alliance for Minority Participation Centro de Recursos para Ciencias e Ingeniería Universidad de Puerto Rico, Rio Piedras Campus, San Juan, PR 00931  \nc Current address: United States Department of Agriculture , Forest Service, El Yunque National Forest,  \nRio Grande, PR, 00745-9625  \ndBiology Department, University of Puerto Rico, Bayamón, PR 00959  \nCorresponding author: Michelle Borrero, Ph.D. University of Puerto Rico, Río Piedras Campus, San Juan, Puerto Rico, 00931; Phone: 787-764-0000 ext. 88026; Fax: 787-274-8011; Email:  \n[michelle.borrero@upr.edu](michelle.borrero@upr.edu)  \nAbstract  \nMultiple worldwide efforts, including research experiences and internships for students, have been developed to increase diversity in STEM. In order to understand the outcomes of these research experiences, instruments have become available, but surprisingly, Spanish instruments for these purposes are scarce. The evaluation of diverse scientific experiences and their influence on science identity is imperative. For this reason, we aimed to translate, and evaluate a Science Identity Survey for Puerto Rican high school students. A committee of experts evaluated the original survey of Science Identity and it was translated to Spanish using back-translation. Think-aloud results revealed that students’ perception of their: (1) science competence is based on their grades, understanding, knowledge, and learning; (2) performance is based on design and completion of a scientific task; (3) recognition is based on the value that others give to science. The survey was analyzed to determine its dimensionality and reliability. A Cronbach's alpha of.857 was obtained, which suggests that the items have a good internal consistency. Exploratory factor analysis was performed and three factors; competence, performance and recognition were retained. This version of the survey was deemed to be an appropriate instrument to address student science identity.  \nKeywords science identity, high school students, Spanish translation, quick assessment, scale   \nIntroduction  \nA recurring global issue in Science, Technology, Engineering and Math (STEM) education is the poor academic performance and retention of students.(Sithole et al., 2017; Therriault et al., 2017) . Multiple worldwide efforts, including research experiences and internships for students, have been provided to increase diversity in STEM. (Eeds et al., 2017; Laursen et al., 2010, 2015; Lopatto, 2010) . In order to identify program outcomes and define gains, multiple surveys have been developed (Corwin et al., 2015; Hanauer and Dolan, 2017; Lopatto, 2004, 2010; Weston and Laursen, 2015) and a growing body of research has been reported (Bauer and Bennett, 2003; Hathaway, 2002; Kardash, 2000; Kremer and Bringle,  \n1990; Lopatto, 2004, 2007; Lopatto and Tobias, 2010; Russel, 2007) . Some examples of developed surveysand instruments are the Classroom Undergraduate Research Experience (CURE) survey, Survey of Undergraduate Research Experiences (SURE), Laboratory Course Assessment Survey (LCAS), Project Ownership Survey (POS) and Undergraduate Research Student Self-Assessment (URSSA) .  \nWhile each of the aforementioned surveys measure research experience outcomes, each of them evaluates the experience within a particular theoretical framework. For example, the project ownership survey (POS) measures project ownership, and positive emotions towards the experience of the laboratory course (Hanauer and Dolan, 2017) . The  \nCURE survey focuses on measuring the outcomes of research experienc","cbCaifDDc8qbpeCQ","https://ap.wps.com/l/cbCaifDDc8qbpeCQ","pdf",551877,11,"English","# Abstract\n# Introduction","[{\"question\":\"Why is a Spanish version of the Science Identity Survey needed?\",\"answer\":\"Spanish instruments for assessing research experience outcomes and science identity are scarce. The study targets Puerto Rican high school students with Spanish as a first language to enable culturally relevant measurement.\"},{\"question\":\"How was the survey translated and validated for students?\",\"answer\":\"An expert committee evaluated the original survey and it was translated to Spanish using back-translation. Think-aloud results were then used to examine students’ interpretations of competence, performance, and recognition.\"},{\"question\":\"What did the reliability and factor analysis show?\",\"answer\":\"The analysis produced a Cronbach’s alpha of 0.857, indicating good internal consistency. Exploratory factor analysis retained three factors: competence, performance, and recognition, supporting the instrument’s dimensionality.\"}]","Spanish-language Version of the Science Identity Survey (SISE) - Translation, Cultural Adaptation, and Evaluation | PDF",1792080097,28]