Gendered Confidence Gaps and Empowering Future STEM Careers: Insights from Expectancy-Value Theory

Abstract High school is a formative stage in which students make pivotal decisions about pursuing careers in science, technology, engineering, and mathematics (STEM). Guided by Situated Expectancy-Value Theory (SEVT), this study investigated how social support and motivational beliefs shape STEM aspirations among 332 grade XI and XII students in a developing country. Structural equation modeling and path analysis revealed that teacher support significantly predicted both STEM interest ( β = .627) and Confidence in STEM Knowledge ( β = .489). Interest was the strongest predictor of STEM knowledge ( β = .492), mediating the relationship between teacher support and students’ perceived competence. Deviating from prior research, parental support was not a significant predictor, suggesting that its influence may be contingent on cultural and contextual factors. Gender differences did not emerge in perceived support or interest but were evident in Confidence in STEM Knowledge, with boys reporting significantly higher confidence than girls. These findings extend SEVT by underscoring the variability of motivational influences across contexts and demonstrating the role of teacher support in post-conflict and resource-constrained environments. The study enhances SEVT’s explanatory scope, providing evidence for policymakers that targeted professional development and STEM initiatives can foster equitable participation and guide STEM pathways in comparable settings.