STEM Motivation, Interest, Identity and Need Support Questionnaire

The dataset contained responses from the STEM Motivation, Interest, Identity and Need Support Questionnaire, administered to 317 students in the 5th and 6th year of Flemish (Dutch-speaking) secondary education in Belgium. The unit of analysis was the individual student. Ethical approval was obtained from the Ethics Committee of Human Sciences, Vrije Universiteit Brussel (ECHW_586). Participants represented both STEM and non-STEM study tracks. Most students were Belgian (97.2%) and Dutch-speaking at home (93.1%). The instrument integrated and adapted validated English-language scales and was translated via a forward-backward translation procedure. The dataset was used to validate a Dutch-language STEM questionnaire and to examine the structural relationships between STEM interest, identity, motivational regulation and perceived need support across different teacher contexts.

The dataset contained responses from the STEM Motivation, Interest, Identity and Need Support Questionnaire, administered to 317 students in the 5th and 6th year of Flemish (Dutch-speaking) secondary education in Belgium. The unit of analysis was the individual student. Ethical approval was obtained from the Ethics Committee of Human Sciences, Vrije Universiteit Brussel (ECHW_586). Participants represented both STEM and non-STEM study tracks. Most students were Belgian (97.2%) and Dutch-speaking at home (93.1%). The instrument integrated and adapted validated English-language scales and was translated via a forward-backward translation procedure. The dataset was used to validate a Dutch-language STEM questionnaire and to examine the structural relationships between STEM interest, identity, motivational regulation and perceived need support across different teacher contexts.

sav