Theory-Driven Determinants of School Students' STEM Career Goals: A Preliminary Investigation

Autor/in	Hatisaru, Vesife
Titel	Theory-Driven Determinants of School Students' STEM Career Goals: A Preliminary Investigation
Quelle	In: European Journal of STEM Education, 6 (2021) 1, Artikel 2 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	Foreign Countries; Secondary School Students; STEM Education; Science Careers; Student Attitudes; Career Choice; Occupational Aspiration; Gender Differences; Student Interests; Vocational Interests; Social Influences; Social Cognition; Turkey + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; STEM; Schülerverhalten; Berufsneigung; Berufsziel; Geschlechterkonflikt; Studieninteresse; Berufsinteresse; Sozialer Einfluss; Soziale Kognition; Türkei
Abstract	This study investigated Turkish school students' attitudes towards STEM disciplines and careers and explored determinants of students' STEM career goals. In total, 117 lower secondary school students (aged 11 to 14) completed the "STEM Semantic Survey" including an open-ended question about their career intention after high school and the reasons for their goals. Using the conceptualisation of the influences of behavioural, personal, and contextual variables in career choice decisions, the students' descriptions of career goal reasons were presented to elaborate on the variables that influence their STEM career goals. Attitudes towards individual STEM disciplines were from moderate to high and towards STEM careers were high. The gender difference was negligible. One of the key determinants of students' career intentions was interests, involving interest in a particular career (e.g., architect) and career-relevant activities (e.g., planning, drawing, and designing) or subjects (e.g., mathematics). Larger, societal influences (altruism and patriotism) were among the motives of students' career goals. Implications for research, practice, and policymaking were presented. (As Provided).
Anmerkungen	Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01