Akademik Veri Yönetim Sistemi
Journal for STEM Education Research, 2025 (Scopus)
Early STEM learning environments can impact children’s self-regulation (SR) skills. Problem-solving and analytical thinking processes strengthen working memory, while the need to adapt to different strategies increases attention flexibility. In addition, being patient to reach the right solution supports children’s inhibitory control skills. The study aims to examine the effects of STEM learning environments on the SR skills of 6–7-year-old students (first grade primary school students) studying in the first grade of primary school. The participants in this study, which employed a quasi-experimental design with a control group, consisted of 54 students, divided equally between the intervention group (n = 27) and the control group (n = 27). Data were collected using an SR skills scale in the study. The obtained data were analyzed with a t-test for related and unrelated samples. The findings reveal a statistically significant difference between the pre- and posttest measurements of the SR skill scores for the intervention group students. When the changes in posttest scores between the intervention and control groups were examined, the students in the intervention group had a significantly higher score on the SR than those in the control group. The findings indicate the effectiveness of STEM learning environments on SR skills.