School students’ aspirations for STEM careers: The influence of self-concept, parental expectations, career outcome expectations, and perceptions of STEM professionals

School students’ aspirations for STEM careers: The influence of self-concept, parental expectations, career outcome expectations, and perceptions of STEM professionals

• Lu, Chaoqun University of Macau
• So, Wing Mui Winnie The Education University of Hong Kong
• Chen, Yu University of Macau
• Wiyarsi, Antuni Universitas Negeri Yogyakarta
• Chiu, Wing Kai Stephen The Education University of Hong Kong
• Ko, Yeonjoo Jeju National University
• Hsu, Ying Shao National Taiwan Normal University
• Lee, Hyunju Ewha Womans University
• Tan, Aik Ling Nanyang Technological University
• Tho, Siew Wei Universiti Pendidikan Sultan Idris

Asia Pacific Journal of Education, 2024

Routledge

2024

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• N Students & Student Services
  • NJ Career Counselling & Placement
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• E Special Education
  • EE Rehabilitation

STEM Career Aspirations Self-concept Parental Expectations STEM Professionals Outcome Expectations

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in seven Asian regions (Hong Kong, Malaysia, Mainland China, Indonesia, Korea, Taiwan, and Singapore). The results demonstrated that students’ self-concept, perceptions of STEM professionals, and their career outcome expectations all significantly and positively predicted their aspirations for STEM careers. However, this study failed to establish a direct relationship or positive correlation between perceived parental expectations and STEM career aspirations. Students’ self-concept negatively predicted their career outcome expectations related to seeking parental approval. While no significant positive effects of perceived parental expectations on career aspirations were found, an indirect effect of perceived parental expectations on STEM career aspirations via career outcome expectations was observed. Moreover, career outcome expectations mediated the relationships between students’ STEM career aspirations and their perceptions of STEM professionals more strongly than self-concept. The implications of these results for STEM education are discussed. Copyright © 2024 National Institute of Education, Singapore.

• English

Journal Articles

• 02188791

• 10.1080/02188791.2024.2394506

https://bibliography.lib.eduhk.hk/en/bibs/65975709

2025-02-05