An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM

Autor/inn/en	Brown, Patrick L.; Concannon, James P.; Marx, Donna; Donaldson, Christopher W.; Black, Alicia
Titel	An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM
Quelle	In: Journal of STEM Education: Innovations and Research, 17 (2016) 3, S.27-38 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Middle School Students; Self Efficacy; STEM Education; Student Attitudes; Statistical Analysis; Grade 6; Technology Uses in Education; Educational Technology; Student Surveys; Questionnaires; Likert Scales; Student Interests; Teaching Methods; Intention; Gender Differences; Regression (Statistics); Pretests Posttests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; STEM; Schülerverhalten; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Schülerbefragung; Fragebogen; Likert-Skala; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Regression; Regressionsanalyse
Abstract	The purpose of this teacher research study is to ascertain students' interest in STEM and beliefs about STEM before and after STEM specific instruction, explore possible differences in STEM self-efficacy by gender, and explore differences in STEM self-efficacy by group role. Our primary data sources include a modified attitudinal survey and modified perceptions of collaboration survey. We found differences in gender and students' group roles to be related to self-efficacy, intentions to persist in STEM, perceptions of STEM and interests in STEM. Research on students' self-efficacy and perceptions of group work has the potential to restructure how teachers design activities and teach students about collaboration. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01