Abstract
Введение. Современные требования к профессиональной деятельности в научно-технических областях подчеркивают необходимость учета как инженерных, так и пространственных способностей при отборе студентов для углубленного обучения в STEM-дисциплинах. Комплексная оценка этих навыков может повысить эффективность обучения и увеличить количество высококвалифицированных специалистов в STEM-секторе. Целью настоящего исследования являлась разработка валидной и надежной шкалы, направленной на оценку собственных пространственных и инженерных способностей. Методы. Выборка составила 5062 учащихся высших учебных заведений России в возрасте от 18 до 25 лет (средний возраст 18,35 лет). В рамках анализа психометрических свойств шкалы применялся эксплораторный, конфирматорный и многогрупповой факторный анализ. Результаты. Факторный анализ выявил четырехфакторную структуру из 10 утверждений, показатели соответствия модели находилась в диапазоне отличных значений. Выявленные факторы «Ориентация», «Инженерия», «Вращение» и «Визуализация» в совокупности объясняли 52% общей дисперсии. Факторные нагрузки варьировались от 0,72 до 0,98, что подтверждает высокую надежность каждого отдельного утверждения. Показатель альфа Кронбаха для всей шкалы составил 0,85, указывая на высокую внутреннюю согласованность. Сравнительный анализ средних значений для верхних и нижних 27% выборки продемонстрировал значимые различия по всем пунктам шкалы. Анализ средних значений в гендерных группах выявил значимые различия по четырем выявленным факторам. Анализ инвариантности измерений показал, что шкала соответствует конфигурационной, слабой и сильной типам инвариантности. Обсуждение результатов. Факторная структура шкалы соответствует представлению о пространственных способностях «большого» и «малого» масштаба. Новизна данного исследования заключается в валидизации первой русскоязычной шкалы, обеспечивающей краткую и комплексную оценку как пространственных, так и инженерных способностей, что имеет важное значение для образовательной и профессиональной практики.
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