An empirical study on influencing factors of STEM career interest among Chinese primary and middle school students

Abstract

This study investigates the factors influencing STEM career interest among primary and middle school students. Drawing on social cognitive theory and social cognitive career theory, it examines the roles of self-efficacy and subject-specific attitudes in shaping students’ vocational aspirations. Using a questionnaire adapted from validated international scales, data were collected from 734 Grades 3 to 8 students in China. The results indicate that STEM self-efficacy significantly predicts students’ attitudes toward STEM subjects, which in turn influence their career interests. Science and engineering/technology attitudes emerged as direct predictors of career interest, while mathematics attitude played an indirect role. Gender and grade-level differences were also observed, with girls in lower or upper grades showing greater interest. The findings highlight the need to cultivate STEM attitudes and confidence during key developmental periods to sustain students’ long-term interest in STEM careers.

Document Type: Original article

Cited as:

Sun, W. S., & Gao, W. (2025). An empirical study on influencing factors of STEM career interest among Chinese primary and middle school students. Education and Lifelong Development Research, 2(3): 125-133. https://doi.org/10.46690/elder.2025.03.03

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