The impact of science learning experiences, science identity, and career exploration on science-related career choice: a sex-based perspective

The literature commonly agrees on the importance of science identity in determining students’ career choices. Yet, there is a lack of empirical research on how diverse learning experiences contribute to the formation of science identity and influence future career choice. Moreover, although early studies often considered science identity as a direct determinant of career choice, recent findings indicate that an insufficient science identity is not solely responsible for low aspirations towards science-related careers. Rather, inadequate chances for career exploration seem to have a more significant impact. Consequently, examining the potential mediating role of career exploration in the link between science identity and science-related career choice is essential. Building on these premises, the present study seeks to systematically explore how diverse learning experiences (i.e., out-of-school informal learning and in-school inquiry-based learning), multiple dimensions of science identity (i.e., competence/performance beliefs, interest, external recognition, and holistic impressions on science identity), and career exploration collectively shape students’ science-related career choices. Survey data from 2836 Chinese junior high school students (aged 12–16) were analyzed using network analysis and multi-group structural equation modeling. The results revealed that career exploration was the most robust direct predictor of science-related career choice across sexes among all variables in the study. Furthermore, science identity influenced career choice indirectly by mediating career exploration. In addition, both types of learning experiences positively impacted career choice through the mediating role of science identity and career exploration, with informal learning experiences having a stronger influence than inquiry-based learning. Notably, career exploration and competence/performance beliefs played a more significant bridging role in connecting learning experiences with science-related career choice. Finally, the relationships between learning experiences, science identity, career exploration, and career choice differed by sex. Our findings demonstrate that learning experiences influence career choice through the sequential mediating effects of science identity and career exploration. Career exploration plays a crucial role in translating students’ science identity, developed through learning experiences, into concrete career choices. Together, these findings provide important insight into the underlying mechanisms that influence students’ science-related career choices.