Scientific reasoning scale in Italy: Validation studies

This study presents validity evidence for the Italian adaptation of the Scientific Reasoning Scale (SRS), addressing the lack of a measure of scientific reasoning in the Italian context. A multi-study, multi-method approach was employed, including back-translation, pilot testing, expert interviews, cognitive interviews, and Structural Equation Modeling, to evaluate the psychometric properties and accumulate validity evidence supporting the intended interpretation and use of the scale scores. A total of 897 Italian adults (aged 18–60) participated in the study. Consistent with the contemporary view of validity, we gathered diverse evidence supporting the scale's validity. Confirmatory Factor Analysis confirmed a unidimensional structure and modest composite reliability was observed, suggesting that future item development could strengthen measurement precision. Multi-group analyses supported full measurement invariance across gender, age, employment status, political orientation, and religious affiliation, enhancing generalizability and reducing measurement bias. Education level was the only variable associated with differences in SRS scores, with higher-educated individuals reporting significantly higher levels. Convergent validity was established through correlations with the Cognitive Reflection Test and the Probabilistic Reasoning Scale. Criterion-related validity was demonstrated through relationships with climate change awareness and beliefs, and different paranormal health beliefs. Given the adaptation of the response format from true/false to multiple-choice, this Italian version should be considered an adaptation that, although potentially limiting cross-national comparability, improves linguistic and ecological fit within the Italian context. The Italian SRS provides a valuable tool for future research on scientific reasoning and contributes to the international effort to assess and improve scientific literacy, aligning with the objectives of PISA 2025 (‘Programme for International Student Assessment’). The findings regarding the relationship between education level and scientific reasoning scores highlight a potential area for educational intervention, suggesting that formal training in scientific methodology may be necessary to fully develop these skills during compulsory schooling.