Exploring the Relationship Between Children’s Engineering Habits of Mind and Teachers’ Engineering Teaching Self-Efficacy
Journal of Science Education and Technology, vol.35, no.2, pp.398-414, 2026 (SCI-Expanded, SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 35 Issue: 2
- Publication Date: 2026
- Doi Number: 10.1007/s10956-025-10255-8
- Journal Name: Journal of Science Education and Technology
- Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
- Page Numbers: pp.398-414
- Keywords: Engineering habits of mind, Engineering self-efficacy, Primary school students, Teachers
- Yıldız Technical University Affiliated: Yes
Abstract
This study had three main objectives. First, it aimed to develop the Primary School Engineering Habits of Mind (P-EHoM) scale for primary school children. Second, it aimed to adapt the Teaching Engineering Self-Efficacy Scale (TESS) into Turkish for use with primary school teachers. Third, it aimed to explore the relationship between children's engineering habits of mind (EHoM) and teachers’ engineering teaching self-efficacy (TES). The study’s participants consisted of 941 primary school children and 607 primary school teachers. Data were collected through the P-EHoM and TESS. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Pearson correlation analysis were employed to analyze the data. The findings revealed that the P-EHoM scale is valid and reliable for assessing children’s EHoM. Moreover, the TESS was valid and reliable for evaluating teachers’ TES within Turkish culture. Additionally, a moderate positive relationship was found between children's EHoM and teachers’ TES. These findings contribute to the growing literature on engineering education in primary school settings.