Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

Abstract

The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.