Skip to main content

Table 8 Reliability for perceived mathematical/scientific abilities

From: Perceived abilities or academic interests? Longitudinal high school science and mathematics effects on postsecondary STEM outcomes by gender and race

Items

Strongly disagree

  

Strongly agree

1. You see yourself as a math/science person

1

2

3

4

2. Others see you as a math/science person

1

2

3

4

3. You really understand math/science assignment

1

2

3

4

4. You are confident to do an excellent job on math/science test

1

2

3

4

5. You are certain that you can understand the most difficult material presented in the textbook in the math/science course

1

2

3

4

6. You are certain that you can master the skills being taught in the math/science course

1

2

3

4

7. You are confident that you can do an excellent job on assignments in the math/science course

1

2

3

4

Reliability

Cronbach’s Alpha (α)

 

Perceived Math Ability

Perceived Science Ability

 

0.89

0.87

  1. Item 3 was negatively worded, all other items were coded as 1 = strongly agree, 4 = strongly disagree. For interpretability, we recoded item 3 as 1 = strongly disagree, 4 = strongly agree. To more precisely generate the Cronbach’s reliability measure, we included the full dataset rather than just the analytic sample. Due to item-level missing data, 18,580 and 17,380 observations were tested for perceived mathematical and scientific abilities, respectively
  2. Source: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS: 09), Base Year, Student Survey, 2009