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The transition period from the last year of compulsory education to the first year of upper secondary education is usually a stressful time for students as the level and intensity of classes in all subjects increase rapidly leading up to the final examinations. As soon as a specialisation of subjects in upper secondary education is possible, STEM (sciences, technology, engineering, mathematics) subjects, i.e. the school subjects biology, chemistry, physics, mathematics, information technology, are less popular among students and are rather chosen on a basic than on an advanced level. One crucial among multiple causes is the students’ attitude towards STEM subjects and their self-concepts about their aptitude for these subjects. STEM subjects are often seen as difficult to understand and apply. Furthermore, 21st century students still stick to conservative gender roles, e.g. girls often believe they are bound to underperform in STEM subjects. However, this attitude stands in stark contr