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Background <p>Evolution is the foundation for understanding life’s diversity and interconnectedness. Acceptance of the theory of evolution is correlated with its effective teaching and learning. The Measure of Acceptance of the Theory of Evolution (MATE) is a widely used tool for assessing this acceptance; however, it requires adaptation and validity evidence for application in new linguistic and cultural contexts. This study aims to validate the Spanish adaptation of MATE (MATE-E) for Spanish-speaking high school students and biology teachers.</p> Results <p>Evidence of content validity, response process, internal structure, relationship with other variables, and testing consequences supports the MATE-E’s suitability for Spanish-speaking, Puerto Rican high school students and teachers. Analysis of the instrument’s structure through exploratory factor analysis identified five factors. The instrument also&#xa0;shows strong internal consistency (Cronbach’s α = 0.879). Additional evidence on the instrument's relationship with other translations or adaptations of the MATE supports the instrument validity for the intended construct. Additional data from teachers' pre- and post-test assessments following a professional development program affirms the MATE-E's cultural sensitivity and construct validity.</p> Conclusions <p>The current study provides evidence for the adaptation, reliability, and validity of the MATE-E, supporting its use in research and evaluation among Puerto Rican Spanish-speaking secondary students and biology teachers.</p>

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Validity evidence for the translation and cultural adaptation of the measure of acceptance of the theory of evolution in Español (MATE-E)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月8日

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  • Ángel Eduardo Pérez-Vega,
  • Riccardo Papa,
  • Michelle Borrero

摘要

Background

Evolution is the foundation for understanding life’s diversity and interconnectedness. Acceptance of the theory of evolution is correlated with its effective teaching and learning. The Measure of Acceptance of the Theory of Evolution (MATE) is a widely used tool for assessing this acceptance; however, it requires adaptation and validity evidence for application in new linguistic and cultural contexts. This study aims to validate the Spanish adaptation of MATE (MATE-E) for Spanish-speaking high school students and biology teachers.

Results

Evidence of content validity, response process, internal structure, relationship with other variables, and testing consequences supports the MATE-E’s suitability for Spanish-speaking, Puerto Rican high school students and teachers. Analysis of the instrument’s structure through exploratory factor analysis identified five factors. The instrument also shows strong internal consistency (Cronbach’s α = 0.879). Additional evidence on the instrument's relationship with other translations or adaptations of the MATE supports the instrument validity for the intended construct. Additional data from teachers' pre- and post-test assessments following a professional development program affirms the MATE-E's cultural sensitivity and construct validity.

Conclusions

The current study provides evidence for the adaptation, reliability, and validity of the MATE-E, supporting its use in research and evaluation among Puerto Rican Spanish-speaking secondary students and biology teachers.