<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM ATTITUDE DISPARITY: THE IMPACT OF LEARNING EXPERIENCES IN VOCATIONALLY-ORIENTED POLYTECHNIC AND UNIVERSITY ON STUDENTS’ SELF-EFFICACY, EXPECTANCY-VALUE, AND CAREER INTEREST</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career interest</style></keyword><keyword><style  face="normal" font="default" size="100%">expectancy-value</style></keyword><keyword><style  face="normal" font="default" size="100%">learning experiences</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM attitude</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1729496070.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learning experiences are widely recognized as crucial in developing students’ attitudes towards science, technology, engineering and mathematics. Vocationally-oriented polytechnics and universities provide distinct learning experiences that may significantly influence students’ STEM self-efficacy, expectancy-value and career interest. The study explores how the unique learning experiences shape students' STEM attitudes among 487 students during their fourth semester at vocationally-oriented polytechnic and university. The S-STEM survey was adopted as the measurement instrument. The result showed that university students displayed a more favorable overall STEM attitude compared to students enrolled in vocational-oriented polytechnic. University students demonstrated greater STEM self-efficacy than polytechnic students, but no significant difference in STEM expectancy-value was detected between the two groups. From the perspective of inter-group comparison, university education consistently fostered students a heightened sense of STEM self-efficacy, expectancy-value and career interest in science, whereas vocationally-oriented polytechnic education boasted its unique strengths in cultivating robust attitudes and career interests towards science and engineering/technology. However, students in both institutions exhibited a relatively less positive attitude towards learning mathematics. The findings highlight the importance of learning experiences in shaping students' STEM attitudes and career interests. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">979-989</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF STUDENTS’ ATTITUDE TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON 21ST CENTURY LEARNING SKILLS: A STRUCTURAL EQUATION MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">21st century learning skills</style></keyword><keyword><style  face="normal" font="default" size="100%">mediating role</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">structural equation modelling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1662187388.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students’ attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students’ science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students’ science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students’ engineering and technology attitude is more conducive to improving students’ 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">706-719</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Si-Jia Liu</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Hua Xiao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS' STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">Structural Equation Modeling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671188129.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students' learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1052-1068</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chu-yu Ou</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Chu-Ting Lu</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Hua Xiao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS' STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">autonomy-supportive teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">controlling teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">flow experience</style></keyword><keyword><style  face="normal" font="default" size="100%">intrinsic motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">learning performance</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM project</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1639222297.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Flow experience plays a major role in influencing students’ interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students’ STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students’ learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students’ STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">942-955</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Lu-Chang Chen</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Chu-Ting Lu</style></author><author><style face="normal" font="default" size="100%">Qiu-ye Li</style></author><author><style face="normal" font="default" size="100%">De-An Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">expectancy-value</style></keyword><keyword><style  face="normal" font="default" size="100%">gender differences</style></keyword><keyword><style  face="normal" font="default" size="100%">grade levels</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1629707968.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">677-690</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Hui Zeng</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Lu-Chang Chen</style></author><author><style face="normal" font="default" size="100%">Hua Xiao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">gender differences</style></keyword><keyword><style  face="normal" font="default" size="100%">grade levels</style></keyword><keyword><style  face="normal" font="default" size="100%">project-based integrated STEM program</style></keyword><keyword><style  face="normal" font="default" size="100%">school students</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1559372673.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of  primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both  pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">466-480</style></section></record></records></xml>