EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS&#039; STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING

Si-Jia Liu; Shao-Na Zhou; Shao-Rui Xu; Hua Xiao

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EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS' STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING

Title	EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS' STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING
Publication Type	Journal Article
Year of Publication	2022
Authors	Liu, S-J, Zhou, S-N, Xu, S-R, Xiao, H
Journal	Journal of Baltic Science Education
Volume	21
Issue	6
Start Page	1052-1068
Pagination	Continuous
Date Published	December/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	learning motivation, metacognition, STEM attitude, Structural Equation Modeling
Abstract	As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students' learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education.
URL	https://oaji.net/articles/2022/987-1671188129.pdf
DOI	10.33225/jbse/22.21.1052
Refereed Designation	Refereed
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