<?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%">Yu-Jen Sie</style></author><author><style face="normal" font="default" size="100%">Kuen-Yi Lin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF PSYCHOLOGICAL CAPITAL AND COGNITION ON STEM LEARNING IN IOT SMART ENERGY-SAVING PROJECTS</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%">partial least square-structural equation modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-solving skills</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological capital</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM cognition</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746293309.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">Project-based learning (PBL) plays a critical role in fostering interdisciplinary integration within science, technology, engineering, and mathematics (STEM) education. However, its complexity often hinders students’ ability to apply knowledge and solve problems, particularly in environments that lack psychological and cognitive support. This study aims to address these challenges by constructing a STEM education model centered on PBL and examining the interactions among STEM psychological capital (SPC), problem-solving skills (PS), STEM cognition (SC), and STEM project-based learning performance (SP). In total, 230 seventh-grade students participated in a STEM project-based activity themed &quot;Internet of Things (IoT) Smart Energy-Saving House.&quot; Data were collected through questionnaires and performance assessments. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the interactions. By validating the interplay among psychological capital, cognition, and problem-solving abilities in STEM-PBL contexts, this study identifies the critical role of SPC, PS, and SC in enhancing students' SP outcomes and underscores the necessity of integrating psychological support and cognitive development into STEM curricula. Furthermore, the findings provide a novel framework for bridging the gap between theoretical knowledge and practical application, offering valuable insights for future research and educational design.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">340-359</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%">Hsiu-Chin Huang</style></author><author><style face="normal" font="default" size="100%">Li-Wei Liu</style></author><author><style face="normal" font="default" size="100%">Huey-Hong Hsieh</style></author><author><style face="normal" font="default" size="100%">Chia-Ming Chang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RELATIONSHIPS AMONG PHYSICAL EDUCATION TEACHERS’ PSYCHOLOGICAL CAPITAL, WORK STRESS, AND CREATIVE TEACHING</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%">creative teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological capital</style></keyword><keyword><style  face="normal" font="default" size="100%">work stress</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479544015.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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%">The purpose of this study was to explore the relationships among physical education teachers’ psychological capital, work stress, and creative teaching at junior and senior high school levels. The questionnaire was distributed to 58 schools in Taiwan and research sample were junior and senior high school physical education teachers. 395 questionnaires were distributed, 369 questionnaires were valid for statistical analysis. Hierarchical regression was used to test the impact of teachers’ psychological capital on their work stress and creative teaching. The findings showed that while self-efficacy, hope, and optimism of psychological capital significantly influenced teachers’ creative teaching positively, personal interaction and professional knowledge of work stress express negative impacts. In addition, it was found that teachers with higher personal interaction stress and higher professional knowledge stress had lower creative teaching. The study suggests to increase physical education teachers’ psychological capital and enhance teachers’ creative teaching and students’ satisfaction.</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%">744–752</style></section></record></records></xml>