EFFECTS OF PSYCHOLOGICAL CAPITAL AND COGNITION ON STEM LEARNING IN IOT SMART ENERGY-SAVING PROJECTS

Yu-Jen Sie; Kuen-Yi Lin

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EFFECTS OF PSYCHOLOGICAL CAPITAL AND COGNITION ON STEM LEARNING IN IOT SMART ENERGY-SAVING PROJECTS

Title	EFFECTS OF PSYCHOLOGICAL CAPITAL AND COGNITION ON STEM LEARNING IN IOT SMART ENERGY-SAVING PROJECTS
Publication Type	Journal Article
Year of Publication	2025
Authors	Sie, Y-J, Lin, K-Y
Journal	Journal of Baltic Science Education
Volume	24
Issue	2
Start Page	340-359
Pagination	continuous
Date Published	April/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	partial least square-structural equation modeling, problem-solving skills, Project-based learning, psychological capital, STEM cognition, STEM education
Abstract	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 "Internet of Things (IoT) Smart Energy-Saving House." 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.
URL	https://oaji.net/articles/2023/987-1746293309.pdf
DOI	10.33225/jbse/25.24.340
Refereed Designation	Refereed
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