<?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%">Ayşe Kübra Günel</style></author><author><style face="normal" font="default" size="100%">Zehra Kılıç</style></author><author><style face="normal" font="default" size="100%">Koray Can</style></author><author><style face="normal" font="default" size="100%">Cenk Gemici</style></author><author><style face="normal" font="default" size="100%">Zerrin Toker</style></author><author><style face="normal" font="default" size="100%">Mustafa Aydın</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM-BASED VOCATIONAL WORKSHOP LEARNING: UPPER-SECONDARY STUDENTS’ ATTITUDES TOWARD STEM AND THEIR STEM SELF-EFFICACY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitude toward STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational workshop learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/457-1789647693.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</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-based learning stands out as an important approach in developing students' attitudes toward STEM fields and their perceptions of self-efficacy. The aim of this research was to examine the attitudes of vocational upper-secondary school students toward STEM-based learning and their perceptions of STEM self-efficacy in vocational workshop classes. The research was conducted using a weak experimental design with a single group pre-test and post-test in the 2023–2024 academic year with 30 ninth-grade students studying in the field of Electrical-Electronics Technology at a vocational and technical secondary school in Türkiye. The data were collected through the STEM Attitude Scale and the STEM Self-Efficacy Scale administered before and after the four-week STEM-based teaching application. Descriptive statistics, paired sample t-test, and Pearson correlation analysis were used in the data analysis. The findings showed that the STEM-based teaching practice was associated with positive changes in students' attitudes toward STEM and their perceptions of STEM self-efficacy. Additionally, a statistically significant and positive relationship was identified between students' attitudes toward STEM and their perceptions of STEM self-efficacy. In conclusion the findings suggest that the integration of STEM-based learning into vocational workshop courses can support students' attitudes toward STEM and their perceptions of self-efficacy. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">587-605</style></section></record></records></xml>