Do attitudes matter? An investigation into students' attitudes toward engineering and learning performances through engineering-focused STEM curricula.
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| Title: | Do attitudes matter? An investigation into students' attitudes toward engineering and learning performances through engineering-focused STEM curricula. |
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| Authors: | Tzeng, Sy-Yi1 (AUTHOR) syyit@mail.shu.edu.tw, Yu, Kuang-Chao2 (AUTHOR) kcyu@ntnu.edu.tw, Wu, Pai-Hsing3 (AUTHOR) brain1124@gmail.com, Fan, Szu-Chun4 (AUTHOR) scfan@mail.nknu.edu.tw |
| Source: | International Journal of Technology & Design Education. Mar2025, Vol. 35 Issue 1, p123-150. 28p. |
| Subject Terms: | *Student attitudes, *Attitude change (Psychology), *Curriculum planning, *Engineering education, Engineering design |
| Abstract: | Many studies have investigated students' attitudes toward engineering (ATE), but few have examined the changes in attitudes after attending an engineering design curriculum. This study analyzes these attitudinal changes in students attending an engineering-focused science, technology, engineering, and mathematics (EF-STEM) curriculum and investigates the influence and correlation between attitudes and learning performance. The participants included 364 tenth-grade students (ages 16–18 years). An 18-week experimental intervention design (2 h per week) was adopted. The Attitudes Towards Engineering Scale—Taiwan was applied before and after attending the EF-STEM course; remaining assessments were conducted post-course. The results showed that the ATE statistically decreased after attending the course, shifting from a positive attitude to a neutral-leaning attitude. Although most students appreciated the importance of engineering design, they exhibited a high degree of anxiety toward it. Moreover, their pre-ATE was significantly correlated with their perception of engineering design and learning performance. These results indicate that engineering design curricula do not necessarily have a positive effect on student ATE. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183282596 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do attitudes matter? An investigation into students' attitudes toward engineering and learning performances through engineering-focused STEM curricula. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tzeng%2C+Sy-Yi%22">Tzeng, Sy-Yi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> syyit@mail.shu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Yu%2C+Kuang-Chao%22">Yu, Kuang-Chao</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> kcyu@ntnu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Wu%2C+Pai-Hsing%22">Wu, Pai-Hsing</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> brain1124@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Fan%2C+Szu-Chun%22">Fan, Szu-Chun</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> scfan@mail.nknu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Mar2025, Vol. 35 Issue 1, p123-150. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+change+%28Psychology%29%22">Attitude change (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+design%22">Engineering design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Many studies have investigated students' attitudes toward engineering (ATE), but few have examined the changes in attitudes after attending an engineering design curriculum. This study analyzes these attitudinal changes in students attending an engineering-focused science, technology, engineering, and mathematics (EF-STEM) curriculum and investigates the influence and correlation between attitudes and learning performance. The participants included 364 tenth-grade students (ages 16–18 years). An 18-week experimental intervention design (2 h per week) was adopted. The Attitudes Towards Engineering Scale—Taiwan was applied before and after attending the EF-STEM course; remaining assessments were conducted post-course. The results showed that the ATE statistically decreased after attending the course, shifting from a positive attitude to a neutral-leaning attitude. Although most students appreciated the importance of engineering design, they exhibited a high degree of anxiety toward it. Moreover, their pre-ATE was significantly correlated with their perception of engineering design and learning performance. These results indicate that engineering design curricula do not necessarily have a positive effect on student ATE. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-024-09899-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 123 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Attitude change (Psychology) Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Engineering design Type: general Titles: – TitleFull: Do attitudes matter? An investigation into students' attitudes toward engineering and learning performances through engineering-focused STEM curricula. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tzeng, Sy-Yi – PersonEntity: Name: NameFull: Yu, Kuang-Chao – PersonEntity: Name: NameFull: Wu, Pai-Hsing – PersonEntity: Name: NameFull: Fan, Szu-Chun IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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