Wendy Xiomara Chavarría-Garza
Biographic Data
| ID | 9813865 |
|---|---|
| NAME | Wendy Xiomara Chavarría-Garza |
| GIVEN NAMES | Wendy Xiomara |
| FAMILY NAME | Chavarría-Garza |
| SIGNATURE | CHAVARRÍA-GARZA W X |
| AFFILIATIONS | University of Monterrey |
| ORCID | 0000-0002-0274-3284 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Psychometric Validation of the Scientific Epistemic Beliefs Questionnaire Among Mexican University Students Using Item Response Theory
This study examines the validity of the Spanish version of the Scientific Epistemic Beliefs (SEB) Questionnaire among university students in northeastern Mexico, considering multiple sources of evidence. The SEB measures four dimensions of epistemic beliefs: Source, Certainty, Development, and Justification. Data from pilot (n = 150) and main (n = 791) samples were analyzed using Exploratory and Confirmatory Factor Analyses (EFA, CFA), Item Respo…
Fostering Student Engagement and Learning Perception Through Socratic Dialogue with ChatGPT
This classroom-based case study examines how an AI-mediated Socratic dialogue, implemented through ChatGPT, can support students’ engagement and perceived learning in undergraduate thermodynamics. Conducted in a first-year engineering physics course at a private university in northern Mexico, the activity invited small student groups to interact with structured prompts designed to promote inquiry, collaboration, and reflective reasoning about the…
Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico
This study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (PES). Statistical analyses included the Kruskal–Wallis test to assess group differences and the Wilcoxon rank sum test for pairwise comparisons. Result…
Exploring the Gender Gap
Progress has been made in recent decades toward achieving gender equality, but today, the gender gap is still noticeable, especially in STEM fields. In support of Goal 5 of the 2030 Sustainable Development Agenda: achieve gender equality and empower all women and girls, we analyze the context of a private university in northeastern Mexico using a sample of 249 students (157 males and 92 females) enrolled in the first-year engineering course Physi…
No prominent works on this page.
Exploring the Gender Gap
Progress has been made in recent decades toward achieving gender equality, but today, the gender gap is still noticeable, especially in STEM fields. In support of Goal 5 of the 2030 Sustainable Development Agenda: achieve gender equality and empower all women and girls, we analyze the context of a private university in northeastern Mexico using a sample of 249 students (157 males and 92 females) enrolled in the first-year engineering course Physi…
Assessment of Pseudoscientific Beliefs Among University Students in Northeastern Mexico
This study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (PES). Statistical analyses included the Kruskal–Wallis test to assess group differences and the Wilcoxon rank sum test for pairwise comparisons. Result…
Psychometric Validation of the Scientific Epistemic Beliefs Questionnaire Among Mexican University Students Using Item Response Theory
This study examines the validity of the Spanish version of the Scientific Epistemic Beliefs (SEB) Questionnaire among university students in northeastern Mexico, considering multiple sources of evidence. The SEB measures four dimensions of epistemic beliefs: Source, Certainty, Development, and Justification. Data from pilot (n = 150) and main (n = 791) samples were analyzed using Exploratory and Confirmatory Factor Analyses (EFA, CFA), Item Respo…
Fostering Student Engagement and Learning Perception Through Socratic Dialogue with ChatGPT
This classroom-based case study examines how an AI-mediated Socratic dialogue, implemented through ChatGPT, can support students’ engagement and perceived learning in undergraduate thermodynamics. Conducted in a first-year engineering physics course at a private university in northern Mexico, the activity invited small student groups to interact with structured prompts designed to promote inquiry, collaboration, and reflective reasoning about the…
Higher education (2 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works) · Artificial Intelligence in Healthcare and Education (1 works) · Biofield Effects and Biophysics (1 works) · Certainty (1 works) · Confirmatory factor analysis (1 works) · Demographic economics (1 works) · Developmental psychology (1 works)