Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM

Abstract Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students’ understanding and interest pursuing subjects senior high university. However, little is known about the classroom emotional climate classrooms its effect, along with teacher–student interpersonal relationships, on attitudes towards STEM. A validated questionnaire perceptions of a simplified version teacher-student relationships were administered students completing (N = 698). Students also completed their continuation pipeline. Structural equation modelling analysis suggested that together helping/friendly positive influences student On other hand, while are or directing influence climate, they negative continuing There some significant gender differences This raises interesting possibilities how teachers should manage integrate skills complete order encourage greater participation subjects.