The Effectiveness of Choice Theory Education with a STEM-Based Approach on Students’ Self-Efficacy and Creativity

Khadijeh  Seyfi; Gholamreza Sanagouye Moharer; Mahmoud  Shirazi

doi:10.61838/kman.jndd.3.1.5

Authors

Khadijeh Seyfi PhD Student, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran. Author https://orcid.org/0000-0002-4227-2501
Gholamreza Sanagouye Moharer Assistant Professor, Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran. Corresponding author https://orcid.org/0000-0001-6991-8328
Mahmoud Shirazi Associate Professor, Department Of Psychology, Faculty Of Educational and Psychology, University Of Sistan and Baluchestan, Zahedan, Iran. Author https://orcid.org/0000-0002-9139-6607

DOI:

https://doi.org/10.61838/kman.jndd.3.1.5

Keywords:

STEM education, choice theory, self, efficacy, creativity, high school students, educational intervention

Abstract

Objective: This study aimed to evaluate the effectiveness of STEM-based choice theory education on enhancing self-efficacy and creativity among female high school students.

Methods and Materials: The research employed a quasi-experimental design with a pretest-posttest control group structure. A total of 30 female high school students from District 5 of Tehran were selected through convenience sampling and randomly assigned to experimental (n=15) and control (n=15) groups. The experimental group participated in a 10-session intervention involving STEM-based choice theory education, while the control group received no intervention. Self-efficacy and creativity were assessed using validated questionnaires before and after the intervention. Data were analyzed using multivariate covariance analysis (MANCOVA) to determine the intervention's impact.

Findings: The results indicated significant improvements in both self-efficacy and creativity in the experimental group compared to the control group. For self-efficacy, the intervention explained 89.7% of the variance (F(1, 24) = 208.425, p < 0.001, η² = 0.897), while for creativity, it accounted for 93.1% of the variance (F(1, 24) = 324.466, p < 0.001, η² = 0.931). These findings suggest that STEM-based choice theory education effectively fosters both self-belief and innovative thinking in students.

Conclusion: STEM-based choice theory education is a highly effective approach to enhancing self-efficacy and creativity among high school students. By addressing cognitive and emotional dimensions of learning, this intervention offers a robust framework for empowering students and preparing them for complex problem-solving and innovation. The results highlight the importance of integrating psychological theories and interdisciplinary education into school curricula to foster comprehensive student development.

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