Upcoming ECER presentation: "The Level of Self-Competence Beliefs Related to STEM School Subjects Achievement among Croatian Primary School Students"
Researchers from the JOBSTEM team will be taking part in this year's ECER conference, entitled "Leading Education: The Distinct Contributions of Educational Research and Researchers", that is taking place at the University College Dublin, 22-26 August 2016. ECER – European Conference for Educational Research – is the most prestigious European conference in the field, organized by the European Educational Research Association, which brings together scientists from a wide array of countries with the goal of promoting high-quality research in education and acknowledging the transnational contexts in which it is embedded, with its social, cultural and political differences.
What's it about?
A group of our researchers
have prepared an interesting presentation of a paper which seeks to examine the
level of self-competence beliefs in STEM school subjects and explore the
relationship between self-competence beliefs and school achievement in these subjects,
with a special focus on Mathematics.
Short summary of main
had a fairly positive STEM self-concept. They agreed that putting in a lot of
hard work meant they would be more successful in STEM school subjects, felt
that they are in fact successful in them,
and asserted they don't have problems understanding the lessons in these
classes. Although they held these positive attitudes, their actual achievement
indicated a different picture – they were generally less successful in STEM
school subjects compared to both their overall GPA, and their marks in other school
comparison of school achievement in STEM subjects of students who have a
positive STEM self-concept and those who have a negative STEM self-concept
yielded interesting results. The students with a positive STEM self-concept were
significantly more successful in all the school subjects than students with a
negative STEM self-concept. Such an outcome was expected and is in accordance
with the findings that students with well-defined self-competence beliefs in a
particular school subject or area also have higher success and show better
performance in the corresponding subject.
were more successful than boys in all of the STEM school subjects, in line with
some of our other recent findings which show that girls generally outperform
boys in primary school (Burušić & Šerić, 2015). The effect of gender nor
the effect of STEM self-concept was statistically significant, and there were
no interaction of these factors where STEM school achievement was concerned. Multivariate comparisons of boys and girls
who hold different STEM self-concepts (positive vs. negative) did not show any
statistically significant differences. Neither the effect of gender nor the
effect of the STEM self-concept was statistically significant, and there was no
interaction effect on school achievement in STEM school subjects.
STEM Team: Josip Burušić; Dubravka Glasnović Gracin; Marija Šakic Velić; Ina Reić Ercegovac; Mia Karabegović; Mirta Blažev.
Find out more about the conference here.