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Mathematics interest is highly relevant for students' academical and emotional development in the domain of mathematics. Thus, it appears alarming that students' mathematics interest decreases during the course of secondary school. Teacher self-efficacy is a central facet of teacher motivation and is assumed to be highly relevant for student mathematics interest. However, there is a paucity of research that investigates the longitudinal and indirect relations through which teacher self-efficacy relates to students' interest through their teaching behaviors in mathematics classrooms. Therefore, in the present longitudinal study we aim to contribute to research by identifying how teacher self-efficacy for student engagement contributes to students' mathematics interest in secondary classrooms through student- and teacher-reported support. We used a sample of mathematics teachers (n = 50) and their students (n = 959). Longitudinal data of three measurement waves collected from German ninth grade mathematics classrooms were included in the analysis. Results of latent-manifest multi-level analysis showed that teacher self-efficacy for student engagement at Time 1 (beginning of ninth grade) positively predicted student-perceived, but not teacher-perceived, teacher emotional support at Time 2 (beginning of tenth grade), which in turn positively predicted students' mathematics interest at Time 3 (middle of tenth grade). A possible implication for mathematics teachers' educational practice involves strengthening mathematics teachers' self-efficacy for student engagement by means of direct interventions and in-servive training for mathematics teachers. (ZPID).

This meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

Teaching effectiveness has been a prominent element in the success of the educational sector around the globe. The present study investigates the impact of adoption, ease of use, and teachers’ experience of artificial intelligence [AI] and the moderating role of students’ interest on the teaching effectiveness of Vietnamese universities. The study collected data from the students and teachers who are doing and teaching electrical and electronic engineering using survey questionnaires. The study also checks the validity and nexus among variables using smart-PLS. The outcomes indicated that the adoption, ease of use, and teachers’ experience of AI have a positive linkage with the teaching effectiveness of Vietnamese universities. The outputs also revealed that student interest significantly moderates this relationship. The study helps the policymakers in developing policies related to enhance teaching effectiveness using effective AI adoption.

The emphasis of reform-oriented science education today focuses on engineering integration in K-12 science classrooms. However, there is little research, particularly longitudinal research, on how different approaches to engineering integration influence student learning and interest. To address this gap in the literature, this study analyzed a middle school life science teacher’s enactment of three design-focused life science units and student performances over a 3-year period. Findings indicate that the design and enactment of each unit reflects a unique engineering integration approach: add on, implicit, and explicit. Moreover, the ways the teacher talked about engineering varied among each curriculum unit. Through the analyses of 330 students’ pre- and post-content tests and interest surveys as well as videotaped classroom instruction, we found that explicit engineering integration and engineering language use in classroom instruction resulted in higher student learning gains in science and engineering, but they did not have significant effects on students’ interest in science and engineering. We explore the implications for curricular materials and discuss a need for long-term professional development and support for teachers.

Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including extreme weather, habitat destruction, and air pollution, among others. However, many countries report an insufficient number of individuals with experience in STEM problem solving. In addition, recent research indicates low interest and knowledge in STEM fields. Government organizations, corporations, and nonprofits ask for pre-university STEM education that increases student interest and knowledge in STEM fields. In this mixed-methods study, we explored a potential relationship between interest and three-dimensional (3D) science and engineering knowledge. We analyzed student surveys, classroom artifacts, and teacher interviews to explore student scores and self-proclaimed interest. Results revealed six multi-faceted profiles, with all students reporting average or high interest and scoring low, average, or high on the 3D science and engineering assessment. In addition, four extreme student cases were selected to illustrate and articulate some of the complexities associated with possible linkages between 3D science and engineering knowledge and interest. Our results suggest that reciprocity between interest and knowledge development is more nuanced and complex than a simple correlation or relationship might suggest.

This study explores students’ interest in pursuing a career in translation in the rapid advancement of artificial intelligence and the growing need for translation curriculum reform. A mixed method was employed, involving 45 students from the English Literature Department at the University of Technology Yogyakarta (UTY) during the 2023-2024 academic year. Participants were selected using a stratified random sampling technique and included second-, third-, and fourth-year students. Data collection was conducted through questionnaires and semi-structured interviews. The questionnaire assessed students’ interest in translation careers, while the interview provided deeper insight, involving six respondents from the three batches, representing both positive and negative responses to the questionnaire items. The findings indicate that 26,6% of respondents are interested in a translation career, 55,6% are neutral, and 15,53% are not interested. Neutral responses were most common among second-year students and least common among fourth-year students, likely because higher-year students tend to focus more on career planning. The study also highlights the need to reform translation curricula by integrating machine translation into classroom instruction, as a computer assisted as well as automatic. The findings of this study suggest the need for further research on developing an AI-based model for teaching translation.

This study investigates high school students’ health-information seeking behaviors related to COVID-19 and viruses in a rural area of the south-central United States, and how these behaviors relate to students’ knowledge, perceptions, and learning interests. Survey data were collected from 83 students in Spring 2023, during the post-pandemic period, as part of a STEM and public health unit. Drawing on frameworks from Health Information-Seeking Behavior and student interest, the study examines students’ COVID-19 information sources, how these sources relate to their knowledge about viruses and their perceptions of COVID-19, and the specific topics about which they were most interested in learning. Our analysis showed that students most frequently reported using governmental health agencies, healthcare professionals, and mainstream media as sources of COVID-19 information, while science teachers were rarely cited. Students with higher general knowledge about COVID-19 were more likely to support individual protective behaviors such as mask-wearing. Thematic analysis of students’ open-ended responses ( N  = 233) revealed strong interest in learning about COVID-19 biology, treatment, and origin, with less expressed interest in vaccines. These findings highlight the importance of connecting students lived experiences with disciplinary knowledge by integrating the information sources they already use into science instruction. Insights from this work can inform science teaching and help educators better support students during future public health challenges.

Teaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has remained a ‘black box’ for a long time. In the secondary study described in this paper we used empirical data for Shanghai taken from the international Organization for Economic Co-operation and Development (OECD) study Global Teaching InSights (GTI) —initially the Teaching and Learning International Survey (TALIS) Video Study—which was based on videotaped direct observations of classroom teaching. Eighty-five junior high school mathematics teachers and their students in Shanghai were observed to explore the impact of specific teaching practices on students’ interest, self-efficacy, and mathematics achievement scores. The results revealed that social-emotional support and instruction quality were the key dimensions relating to the characteristics and differences of mathematics lessons in Shanghai. While the former had a significantly positive impact on students’ general mathematics self-efficacy, the latter had a significantly positive impact on students’ mathematics interest. Although specific teaching practices had no significant direct impact on students’ mathematics achievement scores, social-emotional support and instruction quality considerably influenced students’ academic performance in an indirect way via general self-efficacy.

In this study, we examined the psychometric properties (reliability, validity, and underlying factor structure) and measurement invariance of a researcher-developed instrument: Motivated Strategies for Science Learning (MSSL). Data were collected from 2765 fifth-grade students across [state withheld] school districts. Results from exploratory and confirmatory factor analyses suggested satisfactory psychometric properties of MSSL. We further identified strong evidence to support configural, metric, scalar, and strict invariance across school location groups (i.e., rural and non-rural), confirming that the instrument can accurately capture the construct of science learning motivation among fifth-grade students from both rural and non-rural Texas schools. The study provides the first step toward measuring Texas rural and non-rural school students’ motivation and strategies for science learning. Recommendations for future research are discussed.

This research aims to investigate how university students in Malaysia and Oman perceive the teaching profession. It explores their interests in considering teaching as their career in the future. A quantitative approach was used with a sample of 463 participants from Oman and Malaysia to achieve these objectives. For the analysis, confirmatory factor analysis (CFA) through structural equation model (SEM) was applied to create comparative models while examining the similarities and differences between the two countries' models. The models present the leading factors that significantly influenced students’ choices or decisions in pursuing a career in education or teaching. From the findings and models, according to Malaysian participants, teaching workload was found to be the leading factor and the main concern in the field of teaching, while personal growth was the leading factor and concern among Omani participants. Significant recommendations were provided, and this paper has contributed to the global research on the ongoing struggles of what teachers are facing in terms of workload, stress, and professional development, with some implications drawn for future research.