What Affects STEM Teacher Scaffolding Behaviors?

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Division C Section 1d: Science Poster Session 1

Abstract

From the perspective of Triadic reciprocal determinism (TRD), this study aimed to explore what and how personal and environmental factors affected STEM teachers’ scaffolding behaviors. First, a survey study of 1447 STEM teachers from 4 cities was collected. Then, we used linear regression analysis to test the relationships of scaffolding behaviors, personal factors (Teacher efficacy, Gender, Academic level, Years of teaching, Title), and environmental factors (School support and School type). The key findings were that teacher efficacy as internal factors had the most considerable effects on scaffolding behaviors. Meanwhile, school support was a significant external predictor. Besides, this study offers insight into STEM teaching to researchers, instructors, and stakeholders.

Authors

• Weitong Liu, Tsinghua University

• Manli Li, Tsinghua University