STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.

STEM集成不仅在教育实践中而且已经成为一种流行的概念，已经成为一种流行的概念。在参加STEM活动时，STEM域的整合在学生的学习经历中很明显。但是，缺乏评估学生在这些活动中自我效能水平的工具。因此，本研究的目的是开展一项调查，以评估高年级学生在STEM活动中的自我效能，并探讨学生的性别，年级和参加STEM活动是否可以预测他或她在STEM活动中的自我效能。共有844位四年级至六年级的小学生参加了这项研究。经过中试后，进行了探索性因素分析和确认性因素分析，该调查发现具有高可靠性的单因素结构（Cronbach's alpha = .90）。线性回归分析表明，学校和校外学生在STEM活动中的表现显着预测了学生在STEM活动中的自我效能，而年级和性别则没有。本研究开发的调查提供了一种可靠且有效的方式来衡量学生在STEM活动中的自我效能感。这些发现也突出了鼓励学生参加正式和非正式STEM活动的重要性。本研究开发的调查提供了一种可靠且有效的方式来衡量学生在STEM活动中的自我效能感。这些发现也突出了鼓励学生参加正式和非正式STEM活动的重要性。本研究开发的调查提供了一种可靠且有效的方式来衡量学生在STEM活动中的自我效能感。这些发现也突出了鼓励学生参加正式和非正式STEM活动的重要性。