Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model.
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| Title: | Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model. |
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| Authors: | Wang, Chan1 (AUTHOR), Yang, Weipeng2 (AUTHOR) wyang@eduhk.hk, Chiu, Ming Ming3 (AUTHOR) |
| Source: | Early Education & Development. Apr2026, Vol. 37 Issue 3, p713-738. 26p. |
| Subject Terms: | *STEM education, *Teacher attitudes, *Teacher education, *Academic achievement, *Early childhood education, Multilevel models |
| Geographic Terms: | China |
| Abstract: | Science, technology, engineering, and math (STEM) habits of mind (HoM) are essential competencies and skills that students develop through STEM education, boosting learning outcomes across STEM domains. However, researchers have not examined how teacher attributes shape young children's STEM HoM. This study investigated the relationships between teachers' STEM knowledge, their STEM teaching attitudes and beliefs, and young students' STEM HoM. Using multilevel structural equation modeling, we analyzed survey responses from 93 teachers and 2,144 students across 11 kindergartens in China. Research Findings: Results revealed that male teachers and those majoring in early childhood education reported more STEM knowledge. Male teachers, those with more years of STEM teaching experience, and those reporting more STEM knowledge expressed greater STEM teaching comfort and perceived fewer STEM teaching challenges. Teacher comfort in STEM teaching and student age were positively associated with students' STEM HoM. Teachers' STEM knowledge had an indirect positive effect on students' STEM HoM through increased teaching comfort. However, neither teachers' perceptions of STEM benefits for students nor their perceived teaching challenges were significantly related to students' STEM HoM. Practice of Policy: These results provide insights for improving teacher professional development programs to enhance STEM instruction effectiveness and student STEM learning outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192478060 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+Chan%22">Wang, Chan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Weipeng%22">Yang, Weipeng</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> wyang@eduhk.hk</i><br /><searchLink fieldCode="AR" term="%22Chiu%2C+Ming+Ming%22">Chiu, Ming Ming</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Apr2026, Vol. 37 Issue 3, p713-738. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Science, technology, engineering, and math (STEM) habits of mind (HoM) are essential competencies and skills that students develop through STEM education, boosting learning outcomes across STEM domains. However, researchers have not examined how teacher attributes shape young children's STEM HoM. This study investigated the relationships between teachers' STEM knowledge, their STEM teaching attitudes and beliefs, and young students' STEM HoM. Using multilevel structural equation modeling, we analyzed survey responses from 93 teachers and 2,144 students across 11 kindergartens in China. Research Findings: Results revealed that male teachers and those majoring in early childhood education reported more STEM knowledge. Male teachers, those with more years of STEM teaching experience, and those reporting more STEM knowledge expressed greater STEM teaching comfort and perceived fewer STEM teaching challenges. Teacher comfort in STEM teaching and student age were positively associated with students' STEM HoM. Teachers' STEM knowledge had an indirect positive effect on students' STEM HoM through increased teaching comfort. However, neither teachers' perceptions of STEM benefits for students nor their perceived teaching challenges were significantly related to students' STEM HoM. Practice of Policy: These results provide insights for improving teacher professional development programs to enhance STEM instruction effectiveness and student STEM learning outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192478060 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2025.2591252 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 713 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Multilevel models Type: general – SubjectFull: China Type: general Titles: – TitleFull: Early Childhood Teachers' STEM Knowledge and Teaching Attitudes and Beliefs Predict Students' STEM Habits of Mind: A Multilevel Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Chan – PersonEntity: Name: NameFull: Yang, Weipeng – PersonEntity: Name: NameFull: Chiu, Ming Ming IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Early Education & Development Type: main |
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