Current Research Bulletin

This study examined STEM career aspirations among Senior High School students and the extent to which STEM self-efficacy, STEM outcome expectations, perceived environmental supports and barriers, and STEM interest predict STEM career aspirations. Guided by Social Cognitive Career Theory (SCCT), the study adopted a positivist philosophical stance and a quantitative descriptive cross-sectional survey design. A multistage sampling technique was used to select 109 Form Two students from two public Senior High Schools in the Kasena-Nankana Municipality, Ghana. Data were collected using the Factors Influencing STEM Career Choice Questionnaire (FISCCQ) and analysed using descriptive statistics and multiple regression analysis. Findings indicated that students generally demonstrated high STEM career aspirations, self-efficacy, outcome expectations, and interest, but perceived moderate environmental support for STEM career development. Multiple regression analysis showed that the four predictors collectively explained 53.6% of the variance in STEM career aspirations, F(4, 104) = 30.05, p < .001, R² = .536. STEM outcome expectations (β = .419, p < .001) and STEM interest (β = .396, p < .001) significantly and positively predicted STEM career aspirations. However, STEM self-efficacy (β = −.143, p = .078) and perceived environmental supports and barriers (β = .118, p = .132) were not significant predictors. The study concludes that positive outcome expectations and STEM interest are the strongest predictors of students’ career aspirations. It recommends strengthening STEM career guidance, mentorship programmes, and engaging STEM learning experiences to encourage students’ participation in STEM pathways.

STEM career aspirations, STEM interest, self-efficacy, outcome expectations, environmental supports, social cognitive career theory

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