@article {1107, title = {THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS{\textquoteright} STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {942-955}, abstract = {Flow experience plays a major role in influencing students{\textquoteright} interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students{\textquoteright} STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students{\textquoteright} learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students{\textquoteright} STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. }, keywords = {autonomy-supportive teaching, controlling teaching, flow experience, intrinsic motivation, learning performance, STEM project}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.942}, url = {http://oaji.net/articles/2021/987-1639222297.pdf}, author = {Chu-yu Ou and Shao-Rui Xu and Chu-Ting Lu and Shao-Na Zhou and Hua Xiao} } @article {1050, title = {PRIMARY STUDENTS{\textquoteright} PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {677-690}, abstract = {Most studies have concentrated in assessing students{\textquoteright} overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students{\textquoteright} 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.}, keywords = {expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.677}, url = {http://oaji.net/articles/2021/987-1629707968.pdf}, author = {Shao-Na Zhou and Lu-Chang Chen and Shao-Rui Xu and Chu-Ting Lu and Qiu-ye Li and De-An Li} }