Psychometric Validation of the Scientific Epistemic Beliefs Questionnaire Among Mexican University Students Using Item Response Theory

Bibliographic Data

ID22431391
AuthorsJosé Antonio Azuela (0009-0000-2914-1606, University of Monterrey), Laura Inés Ramírez-Hernández (University of Monterrey), O Aquines Gutierrez (0000-0002-4475-2808, University of Monterrey), Osvaldo Aquines-Gutiérrez (University of Monterrey, corresponding author), Wendy Xiomara Chavarría-Garza (0000-0002-0274-3284, University of Monterrey), Ayax Santos-Guevara (0000-0003-4022-4650, University of Monterrey), Humberto Martínez-Huerta (0000-0001-7714-0704, University of Monterrey)
Year2026
Volume14
Issue5
Pages76
Publication date2026-05-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Intelligence (JOURNAL)
Journal identifiersISSN: 2079-3200 • E-ISSN: 2079-3200
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/jintelligence14050076
PMID42188262
OpenAlexW7160054468
LanguageEN
References cited52

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 Response Theory (IRT), and Differential Item Functioning (DIF). The results provided evidence consistent with a four-factor model, with adequate internal consistency (α = 0.85) and acceptable-to-good fit indices (CFI = 0.944, TLI = 0.936, RMSEA = 0.067, SRMR = 0.071) for a 22-item scale. IRT analyses indicated strong item discrimination, with Source and Certainty covering a broad range of the latent trait, while Development and Justification were more informative at lower to moderate levels. DIF analyses indicated negligible differences in item functioning by gender and academic semester, with minor DIF detected across faculties. Non-parametric analyses identified statistically significant but small differences, with females scoring slightly higher across all dimensions and variations also observed across academic semesters and faculties. Descriptive comparisons with published international data provide contextual evidence within a broader cross-cultural framework.

Certainty · Confirmatory factor analysis · Differential item functioning · Internal consistency · Item response theory · Latent variable · Psychometrics · Structural equation modeling · Educational Strategies and Epistemologies · Epistemology, Ethics, and Metaphysics · Science Education and Pedagogy

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