Examination of Factors Predicting Secondary Students’ Interest in Tertiary STEM Education

  1. STEM learning experience positively associates with students’ interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields.
  2. Studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students’ interest in pursuing STEM fields in the future.
  3. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model.
  4. Outcome expectations and self-efficacy beliefs positively correlate with students’ entering tertiary education but did not differentiate between their interests in the fields of study.
  5. Parental education differentiates only in interest to study in tertiary education and not in choosing a field of study.
  6. The perceived socio-economic background was insignificant in the entering in tertiary education, while significant in differentiation between the fields of study. Those from lower socio-economic background were more likely to be interested in STEM fields, compared to those from higher socio-economic background.