Abstract Strengthening undergraduate engagement and success in Science, Technology, Engineering, and Mathematics (STEM) education is critical for fostering innovation and addressing global challenges. However, students in STEM disciplines often encounter complex academic, social, and institutional barriers that can impede their persistence and achievement. Addressing this critical need, the present study focuses on the development and validation of the STEM Support Scale (SSS), a comprehensive instrument designed to assess the multifaceted support structures- family, faculty, and university that shape undergraduate students’ academic motivation, engagement, interest and retention. Grounded in Bronfenbrenner’s Ecological Systems Theory, the scale was developed using a cross-sectional quantitative method, with data collected in two phases. In Phase 1, 220 responses from STEM undergraduates were analyzed through Exploratory Factor Analysis (EFA) to identify the scale’s underlying dimensions. Phase 2 utilized 326 responses to assess the psychometric properties of the scale through Confirmatory Factor Analysis (CFA) and nomological validity. EFA revealed three dimensions: family, faculty, and university support. Nomological validity was established through a positive correlation between STEM support and STEM interest, highlighting the interconnected roles of these support systems in fostering student interest and success in STEM. The SSS provides a valuable tool for educators, policymakers, and researchers to identify gaps in support structures and implement targeted interventions to enhance STEM education outcomes. Future research is encouraged to utilize the SSS in longitudinal studies to further explore its impact on student outcomes across diverse cultural and institutional contexts.
Sultana et al. (Tue,) studied this question.