Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness

Abstract Social, motivational, and instructional factors impact students’ outcomes in STEM learning their career paths. Based on prior research expectancy-value theory, the study further explored how multiple affect students context of integrated learning. High school teachers participated summer professional development taught to during following year, where scientific inquiry, biomimicry, 3D printing technology, engineering design were as strategies. Surveys conducted measure teacher self-efficacy outcome expectancy. Student attitudes (self-efficacy beliefs), 21st century skills, awareness, knowledge achievement also measured using a survey custom-made test. theory literature, path model was developed tested investigate causal relationships between these factors. The results revealed direct indirect effects expectancy achievements. awareness significantly influenced directly or indirectly.