Fostering STEM career intentions in university students: the influential roles of parents, teachers, peers and career decision self-efficacy

Purpose The present research aims to examine the effect of parents, teachers, and peers on university students’ career intentions for STEM jobs and how these relationships are mediated by their career decision self-efficacy (CDSE). Design/methodology/approach Data were collected using standardised questionnaires administered to 523 final-year university students within STEM disciplines. Partial least squares path modelling (PLS-PM) via SmartPLS 3.0 was used to analyse the data. Findings The results of this study validate the assertions of social cognitive career theory (SCCT) by demonstrating that consistent information sharing and support from parents, teachers and peers significantly influence university students’ career intentions in STEM fields. Furthermore, the effect of parents, teachers and peers on university students’ STEM career intentions is mediated by their CDSE. Practical implications The findings of this study offer practical insights for education policymakers and human resource development practitioners while also providing valuable direction for future research in STEM education and career development. Originality/value This research has contributed to the literature on SCCT and career development, providing valuable insights into the impact of parents, peers, teachers and CDSE on fostering university students’ career intentions for STEM jobs, which have received scant attention from educational researchers.