Vol. 9 (2025): Publicación continua
Artículos

Instrument for measuring institutional identity and its relevance in high school education

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  • Martha Patricia Gutiérrez Tapia,
  • Jaime Fuentes-Balderrama
Martha Patricia Gutiérrez Tapia
Instituto Politécnico Nacional, México
Bio
Jaime Fuentes-Balderrama
Universidad de Texas en Austin, Estados Unidos de América
Bio
Portada-9
DOI: https://doi.org/10.33010/recie.v9i0.2399

Published 2025-03-31

Keywords

  • high school education,
  • institutional identity,
  • psychometrics,
  • academic performance,
  • validation
  • bachillerato,
  • identidad institucional,
  • psicometría,
  • rendimiento académico,
  • validez

How to Cite

Gutiérrez Tapia, M. P., & Fuentes-Balderrama, J. (2025). Instrument for measuring institutional identity and its relevance in high school education. RECIE. Revista Electrónica Científica De Investigación Educativa, 9, e2399. https://doi.org/10.33010/recie.v9i0.2399

Copyright (c) 2025

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Institutional identity among high school students is associated with academic performance, well-being, and life satisfaction. In Mexico, there is a lack of psychometric instruments regarding institutional identity in the educational settings. This study proposes the Institutional Identity Scale (EIDI, in Spanish) and provides evidence of construct, criterion and predictive validities, as well as reliability through internal consistency. A total of 641 students from eight Centros de Estudios Científicos y Tecnológicos (CECyT) belonging to the Instituto Politécnico Nacional (IPN) participated in the study (60.2% women, 16.69 years, SD = 0.94). Based on a random subsample, an exploratory factor analysis was performed using principal axis factoring and Horn’s parallel analysis. Based on a second random subsample, the construct validity of the EIDI was supported through a confirmatory factor analysis using polychoric correlation matrices and a robust estimator. A third subsample was used to provide evidence of convergent validity by associating the EIDI with life satisfaction. Finally, the full sample was used to build a predictive validity model for student academic performance. The EIDI factors demonstrate moderate and significant associations with all the constructs and variables of interest. Our findings suggest that, following the COVID-19 pandemic, institutional identity and life satisfaction are variables that can be used to improve academic performance indirectly by creating school conditions that foster educational importance, sense of belonging in an institution and better institutional resources.

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