The STEAM approach and its impact on academic outcomes mediated by ability or self-efficacy beliefs. A systematic review

Main Article Content

Diego Bases García
Jesús Nicasio García Sánchez

Abstract

We present a systematic review of the instructional studies published in the last five years on the impact of STEAM approaches on academic results, mediated by self-efficacy through the WOS, Scopus and Frontiers databases, identifying 6495 publications, which, after the screening process, suitability, 8 studies are included. The four of the systematic review, topic and diagram of search terms, inclusion and exclusion criteria, analysis of the quality of the studies, and qualitative results and contribution of the PRISMA are followed. The analysis focused on three types of indicators, a general analysis, an analysis of the instructional components,and an analysis of thelimitations of thestudy. Itcan beconcluded that STEAM approaches positively affect the level of self-efficacy of students and consequently an increase in learning results is achieved.The added value of the work, its implications and applications, as well as future prospects are discussed and the conclusions of the systematic review are specified. 

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How to Cite
Bases García, D., & García Sánchez, J. N. (2021). The STEAM approach and its impact on academic outcomes mediated by ability or self-efficacy beliefs. A systematic review. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 55–68. https://doi.org/10.17060/ijodaep.2021.n2.v1.2157
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