A Mixed Methods Exploration of Personality and Confidence in STEM Career Decisions for High School Students: Insights From a Two-Year Intervention

• In Event: STEM and AI

Abstract

This study explores the relationship between personality traits and STEM career development among 11th-grade students. Utilizing social cognitive career theory, the research investigates how personality factors correlate with career decision-making self-efficacy, STEM interest, and knowledge of engineering technician careers both quantitatively and qualitatively. The study employs a cross-sectional convergent mixed methods design, analyzing data from 297 students in the Mid-Atlantic US. Initial results indicate that higher agreeableness and conscientiousness are linked to increased career decision-making self-efficacy, but not to STEM interest or knowledge of technician careers. These findings suggest differing personality influences on STEM career awareness and confidence, highlighting implications for STEM education and career guidance interventions.

Authors

• Sarah Ferguson, Rowan University

• Kara Ieva, Rowan University

• Marjorie Blicharz, Rowan University

• Christopher Winkler, Rowan University