STEM As I Am Phase I

SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.

PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.

SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.

PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.

SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).

SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes & Tran, 2016).

SAVUB will measure change in student use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.

SAVUB will measure change in parent use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.

SCAV will measure student confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.

PCAV will measure parent confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed (alpha = .95) and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.

STEM will measure students' interest in STEM careers (4 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) and the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items used a 5-point response option (1 = not at all interested, 5 = extremely interested) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater interest in using SAV words.

Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.

Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.

Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.

Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.

Student satisfaction with the STEM-AIM program will be measured with 15 items that ask students to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.

Parent satisfaction with the STEM-AIM program will be measured with 15 items that ask parents to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.