Adapting the Utrecht-Management of Identity Commitments Scale to Assess Engineering Identity Formation

Autor/inn/en	Li, Nan; Fan, Weihua; Wiesner, Margit; Arbona, Consuelo; Hein, Sascha
Titel	Adapting the Utrecht-Management of Identity Commitments Scale to Assess Engineering Identity Formation
Quelle	In: Journal of Engineering Education, 110 (2021) 4, S.885-901 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Nan) ORCID (Fan, Weihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20417
Schlagwörter	Test Construction; Identification (Psychology); Engineering Education; Professional Identity; Psychometrics; Factor Structure; Test Reliability; College Students + Suchen Sie Ihr Suchwort? Testaufbau; Ingenieurausbildung; Psychometry; Psychometrie; Faktorenstruktur; Testreliabilität; Collegestudent
Abstract	Background: Engineering identity is associated with students' academic success and retention in engineering programs. However, there is a lack of psychometrically evaluated measures for assessing engineering identity formation. Purpose: This cross-sectional study aimed to adapt the Utrecht-Management of Identity Commitments Scale (U-MICS) to assess engineering identity formation and evaluate its factor structure, reliability, and associations with demographic characteristics of engineering students. Design/Method: Survey data were collected from 237 engineering students. Confirmatory factor analysis (CFA) was performed to examine the factor structure of the U-MICS. Multiple indicators multiple causes (MIMIC) analysis was performed to investigate how demographic characteristics of engineering students related to the latent variables underlying the U-MICS. Results: CFA supported the hypothesized three-dimensional model of identity formation (i.e., commitment, in-depth exploration, and reconsideration of commitment) after excluding one item originally designed for assessing in-depth exploration. Good internal consistencies were found for each subscale (Cronbach's [alpha] = 0.72-0.88). MIMIC analysis showed mean differences in the commitment factor and the in-depth exploration factor by undergraduate classification and mean differences in the reconsideration of commitment factor by race/ethnicity, but no differences in the three latent factors by gender and transfer status. Conclusions: The U-MICS may be a viable measure to assess engineering identity formation. This measure can help researchers gauge how engineering students develop, validate, and revise their commitment to pursue an engineering degree. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01