<?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%">Sane Hwui Chan</style></author><author><style face="normal" font="default" size="100%">Yoon Fah Lay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)</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%">attitudes towards teaching science</style></keyword><keyword><style  face="normal" font="default" size="100%">behavioural intention</style></keyword><keyword><style  face="normal" font="default" size="100%">partial least square-structural equation modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">Self-Efficacy Beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1523527189.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST) was used to measure teaching motivation. ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas the ‘Behavioural Intention Scale’ was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. </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%">239-251</style></section></record></records></xml>