Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students

ABSTRACT Science identity has been proposed to closely relate to STEM career intentions. Yet, the relationship between these two constructs is still ambiguous due to inconsistent empirical findings. Exploring the heterogeneity of science identity among the population could provide clarity on this matter. By employing a latent profile analysis, this study aims to explore (a) science identity profiles among 827 high school students, (b) demographic characteristics of the profiles, and (c) the association of science identity profiles with STEM career intentions. Overall, three distinct profiles were identified: (a) competent but disengaged (43.77%), (b) moderately engaged (49.94%), and (c) passionate yet uncertain (6.29%). Notably, each profile exhibited distinct response patterns on the four science identity indicators, namely competency belief, performance belief, recognition, and interest. A significant portion of the high school students in this study demonstrated a below‐average level of science identity. Demographic characteristics significantly influenced the likelihood of individuals falling into these profiles, with female students and those in higher grade level being more prominently represented in profiles characterized by a lower level of science identity. Furthermore, significant disparities in STEM career intentions were observed across the identified profiles. Both the moderately engaged and passionate yet uncertain profiles displayed a lower likelihood to pursue STEM career in the future. These results underscore the importance of acknowledging the heterogeneity of science identity among students and its varying associations with STEM career intention. It also informs educators and researchers to effectively prepare targeted support for students to engage in science learning, enjoy science activities, and pursue STEM careers.