PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF

Shao-Na Zhou; Lu-Chang Chen; Shao-Rui Xu; Chu-Ting Lu; Qiu-ye Li; De-An Li

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PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF

Title	PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF
Publication Type	Journal Article
Year of Publication	2021
Authors	Zhou, S-N, Chen, L-C, Xu, S-R, Lu, C-T, Li, Q-ye, Li, D-A
Journal	Journal of Baltic Science Education
Volume	20
Issue	4
Start Page	677-690
Pagination	Continuous
Date Published	August/2021
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes
Abstract	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.
URL	http://oaji.net/articles/2021/987-1629707968.pdf
DOI	10.33225/jbse/21.20.677
Refereed Designation	Refereed
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