An Exploration of Impostor Syndrome in STEM and STEM Self-Efficacy in Adolescent Learners from a Teacher's Perspective

Autor/in	Amoa-Danquah, Portia
Titel	An Exploration of Impostor Syndrome in STEM and STEM Self-Efficacy in Adolescent Learners from a Teacher's Perspective
Quelle	In: European Journal of STEM Education, 8 (2023) 1, Artikel 4 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1954
Schlagwörter	Adolescents; Teachers; STEM Education; Self Efficacy; Students; Self Concept; Self Esteem; Student Attitudes; Teacher Student Relationship; Learning Processes; Elementary Secondary Education; Foreign Countries; Cognitive Processes; Guam; South America; North America + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrer; Lehrerin; Lehrende; STEM; Self-efficacy; Selbstwirksamkeit; Student; Schüler; Schülerin; Studentin; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Ausland; Cognitive process; Kognitiver Prozess; Südamerika; Nordamerika
Abstract	Over the years, there has been a surge in the demand for a proficient STEM (Science, Technology, Engineering, and Math) workforce to occupy the proliferating STEM job vacancies worldwide. The STEM workforce must be expanded in order to fill this gap. However, the reputation of STEM learning as being arduous has proven to be a deterrent to students' interest in the pursuit of STEM careers. In an expounding qualitative study, three STEM teachers were interviewed for the purpose of examining STEM Impostor Syndrome (IS) and STEM Self-Efficacy (S-SE) from a teacher's perspective. Findings suggest that teachers are sentient of the manifestation of STEM IS among students. Teachers noted that STEM IS poses a significant challenge for their interactions with students in the classroom, and also suggested that STEM IS is inversely proportional to S-SE. (As Provided).
Anmerkungen	Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01