STEM Beliefs and Contextual Factors: Predicting Student STEM Career Self-Efficacy after a Project-Based Learning Experience
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| Title: | STEM Beliefs and Contextual Factors: Predicting Student STEM Career Self-Efficacy after a Project-Based Learning Experience |
|---|---|
| Language: | English |
| Authors: | Ali Ahm, Hansel Burley, Faith Maina, Deniz Bulut, Samuel Owinyi, Halkano Hargura, Michael Otieno Okumu, Shehnaz Mohamm, Fatimah Rabiu |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | STEM Careers, Student Attitudes, High School Students, Self Efficacy, Parent Influence, Expectation, Context Effect, Beliefs, Predictor Variables, Success |
| Geographic Terms: | New Mexico, Texas |
| DOI: | 10.3102/2185451 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678546 |
| Database: | ERIC |
| 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. |
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| DOI: | 10.3102/2185451 |
