A Longitudinal Study of Science Core School Students' STEM Career Motivation

Abstract

The purpose of the present study is to analyze the trajectory of science core school students’ STEM career motivation and to examine the relationship between the trajectory patterns and students’ tracks. Longitudinal STEM career motivation data with seven constructs were collected from 256 students for five semesters and the data were analyzed by using group-based trajectory modelling analysis. In order to examine the relationship between trajectory pattern groups and the tracks, chi-square tests were conducted. Based on our findings, we found that students are likely to have similar trajectory patterns in STEM career education experience and in their perception towards STEM career value. In terms of parents’ support, academic self-efficacy and STEM career motivation aspects are divided into two distinctive trajectory groups (‘high’ and ‘low’ group), while two other variables, STEM career self-efficacy and STEM career interest, are divided into three trajectory groups (‘moderate declining’, ‘high declining’, ‘increasing’ group). Most of the trajectory groups are shown the pattern that the level of each constructs increase until their second academic year, then after that, the patterns started going down. Moreover, there are significant relationship between track and each trajectory groups. Science track and science-core track students have similar trajectory patterns. In contrast, humanities track students have different trajectory groups in some constructs. Based on these findings, we suggest that STEM career education environment should consider various patterns of students’ STEM career development.