<?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-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>