<?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%">Nasser Mansour</style></author><author><style face="normal" font="default" size="100%">Mustafa Çevik</style></author><author><style face="normal" font="default" size="100%">Ali Yağci</style></author><author><style face="normal" font="default" size="100%">Sarah Bader Mohsen Alotaibi</style></author><author><style face="normal" font="default" size="100%">Heba EL-Deghaidy</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MODELING THE FACTORS INFLUENCING SECONDARY STUDENTS’ PERFORMANCE IN STEM SUBJECTS</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%">secondary students</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM subjects</style></keyword><keyword><style  face="normal" font="default" size="100%">Structural Equation Modeling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377762.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education.</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%">518-535</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%">Sun Young Kim</style></author><author><style face="normal" font="default" size="100%">Alghamdi, A. K. H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES</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%">constructivist pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary students</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ metacognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1681286935.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">This study examined students’ perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students’ mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students’ perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students’ highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students’ perceptions on science learning environment predicted students’ metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students’ self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students’ metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. </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%">269-281</style></section></record></records></xml>