Correction: Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

Abstract

Correction: International Journal of STEM Education (2024) 11:4 https://doi.org/10.1186/s40594-024-00464-9

In this article, the note to explain the numbers within Fig. 3 was omitted from the figure’s caption due to a typesetting mistake. The incomplete and corrected caption for Fig. 3 can be found below and the original article has been corrected. The publisher apologises to the authors and readers for the inconvenience caused by this error.

The incomplete caption to Fig. 3: Changes in mean scores by modality.

The corrected caption to Fig. 3: Changes in mean scores by modality. Note. 1 = F2F, 2 = Hybrid, 3 = Online, 4 = Rapid Shift Online.

In addition, the author name Ibrahim H. Yeter was incorrectly written as Ibrahim Yeter. The author group has been updated above and the original article has been corrected.

Authors and Affiliations

1. Purdue University, 100 N. University Street, BRNG 4156, West Lafayette, IN, 47907, USA

   Rebekah Hammack

2. Nanyang Technological University, Singapore, Singapore

   Ibrahim H. Yeter

3. Montana State University, Bozeman, USA

   Christina Pavlovich

4. Purdue University, West Lafayette, USA

   Tugba Boz

Authors

1. Rebekah HammackView author publications

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2. Ibrahim H. YeterView author publications

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3. Christina PavlovichView author publications

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4. Tugba BozView author publications

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Corresponding author

Correspondence to Rebekah Hammack.

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Hammack, R., Yeter, I.H., Pavlovich, C. et al. Correction: Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities. IJ STEM Ed 11, 16 (2024). https://doi.org/10.1186/s40594-024-00477-4

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• Published: 18 March 2024

• DOI: https://doi.org/10.1186/s40594-024-00477-4

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