Factors influencing interest in STEM careers: An exploratory factor analysis

We were interested in developing an instrument to identify not only if students were interested in STEM careers but also the factors that influenced their interest in STEM careers. The development of this survey instrument was based on previous instruments (Kier et al., 2014; Faber et al., 2013), as well as a framework, namely the Social Cognitive Career Theory (Lent et al. 1994, 2000). Kier et al. (2014) have developed STEM career interest survey (STEM-CIS) and leveraged the SCCT to develop the survey. To investigate the instrument's reliability and psychometric properties, the 44-item survey has been administered to over 1,000 middle school students (grades 6-8) in southeastern USA.

Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and has four discipline-specific subscales. Additionally, Faber et al. (2013) have developed school student attitudes towards STEM (S-STEM) survey to measure attitude towards STEM. The survey has been administered to over 10,000 fourth through twelfth grade students in North Carolina who participated in STEM education program. The SCCT has been used and psychometrically evaluated in predicting interest with middle school students and it has now been applied in this newly developed STEM career interest survey.

Based on the exploratory factor analysis, four environmental sub factors were determined, namely activities in the classroom, activities outside the classroom, social influences and media influences. Additionally, self-efficacy included four subconstructs i.e., self-efficacy towards i) Science, ii. Technology, iii. Engineering, and iv. Mathematics. Perception towards STEM careers contained two subconstructs i.e., job prospects in STEM careers and skills needed in STEM careers. Interest in STEM careers was divided into two STEM fields i.e., life sciences and physical sciences.

Based on the literature review and the SCCT model by Lent et al. (2000), environmental factors influence an individual's self-efficacy and perception of STEM careers. Interaction of both factors influence their interest in STEM careers. This shows that environmental, self-efficacy, perception of STEM careers and interest in STEM careers all play an important role in influencing students' decision in choosing their careers and fields of study (Lent et al., 2000; Nugent et al., 2015)

Activities in the classroom and activities outside the classroom were considered as formal and informal learning, respectively. In Malaysia, STEM education is relatively new. STEM is still taught as separate subjects in the formal learning environment in schools. Its implementation in reality is seen in informal learning contexts such as Science clubs and STEM outreach programs. Students are engaged in STEM integrated activities through projects and problem-based activities related to solving real world problems.

For future research, these identified factors need to undergo CFA analysis to enhance the validity and reliability of the developed instrument. Factors identified in this study serve as a guide in constructing a model of interest in STEM careers. These factors will serve as a guide in planning interventions aimed at enhancing students' interest in STEM careers in the future. In addition, identifying the factors that contribute to interest in STEM careers will provide guidance for teacher education and professional development as well as contribute to our understanding of how students learn STEM contents and how STEM career trajectories are developed.