The Influence of STEM Attitude, 21st Century Skills, and Technology Use on Student Outcomes: A Mediation Model Analysis
This study aims to investigate the relationships between students’ attitudes toward STEM subjects, 21st-century skills, and technology use, and how these factors influence STEM career interest and subjective well-being among adolescents in the 21st-century classroom.
While positive attitudes, skill acquisition, and digital learning have been individually studied, their combined effect on students’ career aspirations and subjective well-being remains underexplored. Addressing this gap can show how these factors work together to support adolescent development.
This study was grounded in established theories of learning and motivation. It employed a statistical method, Structural Equation Modeling (SEM), to test a conceptual model. Data were collected from 1,302 students (grade levels VIII-XII) across 30 schools in Kerala, India. Also analysed were the mediating effects of mathematics and science engagement, teacher efficacy, and teacher leadership.
This research offers a combined model that reveals how students’ attitudes, skills, technology use, and classroom teaching practices are connected. These factors are shown to influence both career motivation and well-being. Together, the findings provide a broader and clearer picture of modern education.
Students with positive attitudes toward STEM showed more engagement in learning. Effective and supportive teachers also influenced them. This influence shaped their career interest. Their well-being was improved indirectly through this engagement and career motivation, but their direct impact on well-being was limited. The model demonstrated good fit indices, supporting its structural validity. By addressing the gap in integrative models that link learner attitudes, competencies, technology use, and instructional mediators to both career and well-being outcomes, this study contributes a holistic framework for understanding adolescent development in modern classrooms.
Teachers should focus on fostering STEM-positive attitudes. They can enhance engagement through inquiry-based methods. They should also integrate 21st-century skills into everyday classroom activities. Teacher professional development should include leadership training and technology-enhanced pedagogy. Purposeful and regulated technology integration should be prioritized to avoid negative impacts on student focus and well-being.
Future research should explore the longitudinal effects of these variables across diverse educational contexts and age groups. Alternative indicators of academic success beyond grades should be considered. These indicators could examine how digital and thinking skills apply across different subjects.
By identifying pathways to both academic and emotional development, the study supports policy and curriculum reforms. These reforms aimed at preparing future-ready learners capable of contributing to innovation-driven economies while maintaining adaptability.
Investigations should extend to virtual or immersive environments, examine differential impacts across demographic groups, and develop standardised tools for measuring digital literacy and well-being in diverse settings.
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