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ABSTRACT Students’ interest in STEM careers is governed by various factors: (i) family influences, (ii) out-of-school time learning experiences, (iii) inside-of-school learning experiences, and (iii) media influences. Previous studies often investigate the direct influence of these factors, collectively known as environmental factors, on students’ interest in STEM careers. This study explains the role of self-efficacy on environmental factors that affect students’ interest in STEM careers through a structural equation model. This study involved 14-year-old secondary school students who were selected based on cluster sampling and a total of 1800 students were chosen. However, only 1485 responses were considered valid for analysis. Survey design was utilised in the study. Structural equation modelling analysis was used to analyse the data. The results of the survey demonstrated that the effects of family influences and out-of-school time learning experiences on interest in STEM careers were fully mediated by self-efficacy except for media influences that affected interest both directly and indirectly via self-efficacy (partial mediator). Inside-of-school learning experiences did not affect self-efficacy and interest in STEM careers. STEM learning experiences through informal modality are better predictors of students’ interest in STEM careers. Improving formal STEM learning is imperative to ensure that STEM careers are promoted to all school students in a systemic manner. |
What are the environmental factors of interest?
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