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.本数据集包含来自《STEM动机、兴趣、身份认同与需求支持调查问卷（STEM Motivation, Interest, Identity and Need Support Questionnaire）》的作答数据，该问卷施测于比利时弗拉芒语区（荷兰语区）中学五、六年级的317名学生，分析单位为个体学生。本研究已获得布鲁塞尔自由大学人文科学伦理委员会（ECHW_586）的伦理审查批准。参与者涵盖STEM与非STEM学习方向的学生，其中绝大多数为比利时籍（97.2%），居家使用荷兰语的比例为93.1%。该调研工具整合并改编了经过信效度验证的英文量表，并通过双向翻译流程完成译制。本数据集被用于验证荷兰语版STEM调查问卷，同时探究不同教师情境下，STEM兴趣、身份认同、动机调节与感知到的需求支持之间的结构关系。