STEM Beliefs and Contextual Factors: Predicting Student STEM Career Self-Efficacy After a Project-Based Learning Experience

• In Event: STEM and AI

Abstract

This study investigates factors influencing student self-efficacy and STEM career aspirations, focusing on parental/guardian beliefs and student STEM beliefs. Guided by Social Cognitive Career Theory (SCCT) and Theory of Planned Behavior (TPB), we examined how parental support, expectations, and student perceptions of STEM careers shape self-efficacy and career aspirations. Archived data were re-analyzed from the 2014 SystemsGo program evaluation using descriptive statistics, correlation analysis, and stepwise regression. Results indicate that student perceptions of finding STEM work satisfactory strongly predict beliefs in pursuing and excelling in STEM careers. Conversely, parental expectations show weaker predictive power. These findings underscore the importance of fostering intrinsic career satisfaction to support students' STEM aspirations and inform educational strategies and policy recommendations.

Authors

• Ali Ahmed, Texas Tech University

• Hansel Burley, University of New Mexico

• Faith Maina, Texas Tech University

• Deniz Bulut, Texas Tech University

• Samuel Owinyi, Texas Tech University

• Halkano Hargura, Texas Tech University

• Michael Otieno Okumu, Texas Tech University

• Shehnaz Mohammed, Texas Tech University

• Fatimah Rabiu, Texas Tech University