@article {1237,
	title = {EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS{\textquoteright} STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1052-1068},
	abstract = {As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students{\textquoteright} 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{\textquoteright} 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. },
	keywords = {learning motivation, metacognition, STEM attitude, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1052},
	url = {https://oaji.net/articles/2022/987-1671188129.pdf},
	author = {Si-Jia Liu and Shao-Na Zhou and Shao-Rui Xu and Hua Xiao}
}
@article {766,
	title = {LEARNING ENVIRONMENT, STUDENTS{\textquoteright} BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-403},
	abstract = {Studies of correlations between students{\textquoteright} beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students{\textquoteright} beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students{\textquoteright} beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students{\textquoteright} beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students{\textquoteright} beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.},
	keywords = {Learning Environment, self-regulation, Structural Equation Modeling, students{\textquoteright} beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.389},
	url = {http://oaji.net/articles/2019/987-1559372334.pdf},
	author = {Maison and Syahrial and Syamsurizal and Tanti}
}
@article {733,
	title = {A STUDY OF FACTORS AFFECTING SCIENCE ACHIEVEMENTS OF JUNIOR HIGH SCHOOL FEMALE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {39-50},
	abstract = {This research was the first research integrating decision making trial and evaluation laboratory (DEMATEL) and structural equation modeling (SEM) to analysis factors, including interest in science, value in science and confidence in science, affecting female students{\textquoteright} science achievements from the Trends in International Mathematics and Science Study (TIMSS) 2011. The research constructed two causal models base on mutual effect of value in science and confidence in science by DEMATEL analysis. The causality of two factors in model 1 was value in science affected confidence in science and model 2 vice versa. According to the results of SEM analysis, fit indices of CFI, GFI and AGFI in model 1 were 0.851, 0.796 and 0.745; in model 2 were 0.818, 0.772, and 0.873. And results showed that female students had better fitness in model 1; in other words, the causality of value in science to confidence in science might have an important effect on the science achievement of female students. Lastly, these findings could provide not only a different perspective for future researches but also a useful insight as a reference for policy making and improvement by relevant decision makers.},
	keywords = {decision making trial and evaluation laboratory, Science Achievement, Structural Equation Modeling, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.39},
	url = {http://oaji.net/articles/2019/987-1550082738.pdf},
	author = {Chun-Chu Liu and Tse-Yu Wang}
}
@article {506,
	title = {EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {340-349},
	abstract = {Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students{\textquoteright} attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students{\textquoteright} attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students{\textquoteright} science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students{\textquoteright} attitudes towards science. },
	keywords = {attitudes towards science, metacognition strategies, senior secondary students, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.340},
	url = {http://oaji.net/articles/2016/987-1482422523.pdf},
	author = {Zeinab Jahangard and Asghar Soltani and Merhangiz Alinejad}
}
@article {406,
	title = {EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {870{\textendash}882 },
	abstract = {This study was conducted to examine the relationships among pre-service science teachers{\textquoteright} (PSTs{\textquoteright}) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants{\textquoteright} constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants{\textquoteright} science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results.  
  
},
	keywords = {conceptions of learning and teaching, science teaching efficacy beliefs, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.870},
	url = {http://oaji.net/articles/2015/987-1450982726.pdf},
	author = {Eralp Bahcivan}
}
