Comparing emotions, attitudes and levels of self-efficacy in STEM areas at different educational stages

Abstract

Several studies have pointed to the relationship between the affective and cognitive domains in science. The objective of this work has been to compare emotions, attitudes and levels of self-efficacy in STEM (Science, Technology, Engineering and Mathematics) areas in different educational stages. The research design was exploratory and quantitative. The sample consisted of 1097 students (540 from Secondary, 444 from Primary and 113 teachers-in-training). The measuring instruments investigated emotional and attitudinal factors based on the variables of the study. The results have revealed that positive emotions predominate in relation to STEM areas in Primary School, with an emotional decline as the academic level increases. In addition, positive emotions have predominated in experimental activities, and negative emotions in traditional activities. Primary and Secondary students considered that practical didactic strategies facilitate their learning. However, teachers-intraining have shown a preference for the use of traditional strategies during their teaching practices, considering that their students would learn with them. The levels of self-efficacy of the participants have varied depending on the academic level, and statistically significant differences have been found between the Secondary stage and the teacher in training, as in the latter the levels of self-efficacy in STEM areas decline.