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Rebekah Hammack; Ibrahim Yeter; Christina Pavlovich; Tugba Boz – International Journal of STEM Education, 2024
Teacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide…
Descriptors: Instructional Effectiveness, Elementary School Teachers, Preservice Teachers, Self Efficacy
Jessica Sperling; Menna Mburi; Megan Gray; Lorrie Schmid; Ann Saterbak – International Journal of STEM Education, 2024
Background: Students' academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such…
Descriptors: Engineering Education, Design, College Freshmen, Self Efficacy
Wang, Ning; Tan, Aik-Ling; Zhou, Xiaohong; Liu, Ke; Zeng, Feng; Xiang, Jiong – International Journal of STEM Education, 2023
Background: Females are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields all over the world. To encourage more girls to choose STEM majors and careers, it is critical to increase their interest in STEM careers. Many studies have investigated the factors that influence females' entry into STEM fields, but few…
Descriptors: Gender Differences, Disproportionate Representation, STEM Education, Womens Education
Rosen, Drew; Kelly, Angela M. – International Journal of STEM Education, 2023
Background: While laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they…
Descriptors: College Students, Self Efficacy, Student Participation, Electronic Learning
Zhou, Xuan; Shu, Lina; Xu, Zhihong; Padrón, Yolanda – International Journal of STEM Education, 2023
This meta-analysis examined the effectiveness of teacher professional development (PD) training on improving in-service STEM teachers' self-efficacy in the K-12 teaching context. Twenty-one articles yielded 48 effect size estimates, incorporating 1412 teachers in the final analyses. Results indicated that the overall effect size of PD training on…
Descriptors: Program Effectiveness, Faculty Development, Inservice Teacher Education, STEM Education
Chan, Randolph C. H. – International Journal of STEM Education, 2022
Background: The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is well documented in developed countries, and yet public discussion of gender disparities in STEM in China is still in its nascent stage. Endorsement of traditional gender role beliefs and conformity to social norms are pertinent to…
Descriptors: Gender Differences, Self Efficacy, Student Interests, Academic Aspiration
Hu, Xinyang; Jiang, Yanxia; Bi, Hualin – International Journal of STEM Education, 2022
Background: In many countries and regions, such as the United States, Europe and China, a trend has emerged in which students' enthusiasm for STEM is declining. This decline may be related to students' lack of science self-efficacy. An accurate examination of students' science self-efficacy can provide a research foundation for how to cultivate…
Descriptors: Foreign Countries, STEM Education, Self Efficacy, Test Construction
Unfried, Alana; Rachmatullah, Arif; Alexander, Alonzo; Wiebe, Eric – International Journal of STEM Education, 2022
The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording,…
Descriptors: Measures (Individuals), STEM Education, Science Education, Item Response Theory
Gamby, Sonja; Bauer, Christopher F. – International Journal of STEM Education, 2022
Background: There is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that…
Descriptors: Metacognition, Chemistry, Science Instruction, Self Concept
Semilarski, Helen; Soobard, Regina; Holbrook, Jack; Rannikmäe, Miia – International Journal of STEM Education, 2022
Background: The goal of this research was to determine students' perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate…
Descriptors: Self Efficacy, Science Education, Interdisciplinary Approach, Concept Mapping
Fiorella, Logan; Yoon, So Yoon; Atit, Kinnari; Power, Jason R.; Panther, Grace; Sorby, Sheryl; Uttal, David H.; Veurink, Norma – International Journal of STEM Education, 2021
Background: Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire…
Descriptors: Test Validity, Mathematics Education, Student Motivation, Questionnaires
Clark, Sheri L.; Dyar, Christina; Inman, Elizabeth M.; Maung, Nina; London, Bonita – International Journal of STEM Education, 2021
Background: Innovation in STEM (science, technology, engineering, and math) fields in the U.S. is threatened by a lack of diversity. Social identity threat research finds messages in the academic environment devalue women and underrepresented groups in STEM, creating a chilly and hostile environment. Research has focused on the mechanisms that…
Descriptors: Females, Self Efficacy, STEM Education, Doctoral Students
Verdín, Dina – International Journal of STEM Education, 2021
Backgrounds: This study examined how developing an engineering identity through the interplay between interest, recognition, and performance/competence beliefs and establishing a sense of belonging supported women's persistence beliefs in engineering. Persistence belief in this study is captured through women's certainty of graduating with an…
Descriptors: Disproportionate Representation, Race, Ethnicity, Females
Yesilyurt, Ezgi; Deniz, Hasan; Kaya, Erdogan – International Journal of STEM Education, 2021
Background: The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods…
Descriptors: Engineering Education, Self Efficacy, Preservice Teachers, Elementary School Teachers
Christian, Kimberly B.; Kelly, Angela M.; Bugallo, Mónica F. – International Journal of STEM Education, 2021
Background: With widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective…
Descriptors: Standards, STEM Education, Secondary School Teachers, Engineering Education
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