Identity has been proposed as a mechanism to increase persistence within Science, Technology, Engineering and Mathematics (STEM) education programs. To assess the impact of identity on STEM persistence, measures that produce valid and reliable data within a given STEM discipline need to be employed. Therefore, this study developed and evaluated the functioning of science and chemistry identity measures in the context of university-level chemistry courses. The developed measures were administered to students enrolled in general and organic chemistry courses at four universities across the United States. Validity and reliability evidence for the data provided by the novel measures was supported using confirmatory factor analysis and McDonald's omega. Additionally, two competing structural equation models (SEMs), designed to explore the relations between mastery experiences, verbal persuasion, situational interest, and science or chemistry identity, were tested and compared to previously reported results. Both SEMs produced acceptable data-model fit, therefore a superior model was chosen based on theoretical support. Within both SEMs, the direct pathway (relation) between mastery experiences and identity was nonsignificant. The more supported model proposed that the relation was indirect and facilitated through verbal persuasion and situational interest. While the indirect relation was supported in both courses, the predominate pathway varied by course. Limitations of the science identity measure, recommendations for future use of the Measure of Chemistry Identity (MoChI), and suggestions for the facilitation of positive identity formation within chemistry classrooms are discussed.

中文翻译：

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新型科学和化学特性测度的开发和评估

有人提出将身份作为增加科学，技术，工程和数学（STEM）教育计划内持久性的一种机制。为了评估身份对STEM持久性的影响，需要采用在给定STEM学科内产生有效和可靠数据的措施。因此，本研究在大学水平的化学课程的背景下开发并评估了科学和化学认同测度的功能。已对美国四所大学的普通和有机化学课程的学生实施了已制定的措施。使用验证性因子分析和麦当劳欧米茄，支持了由新措施提供的数据的有效性和可靠性证据。此外，还有两个相互竞争的结构方程模型（SEM），测试旨在探索掌握经验，语言说服力，情境兴趣以及科学或化学特性之间的关系，并将其与以前报告的结果进行比较。两种SEM均产生可接受的数据模型拟合，因此基于理论支持选择了一个更好的模型。在两个SEM中，掌握经验和身份之间的直接途径（关系）并不重要。受到更多支持的模型提出，这种关系是间接的，并通过言语说服和情境利益来促进。虽然两种课程都支持间接关系，但主要途径因课程而异。科学特性量度的局限性，有关化学特性量度（MoChI）未来使用的建议，