Factors Influencing STEM Career Aspirations Among High School Students in Qatar: A Social Cognitive Career Theory Approach

Abstract This study examines factors influencing high school students’ interest in STEM subjects and aspirations for STEM careers in Qatar, using Social Cognitive Career Theory as a framework. Specifically, it investigates how students’ perceptions of STEM professionals, self-concept in STEM subjects, and school STEM opportunities relate to their career aspirations in STEM fields. Data was collected from 1428 high school students in Qatar using a questionnaire. Factor analysis revealed four main domains: STEM self-concept, STEM career aspirations, positive perceptions of STEM professionals, and school STEM opportunities. Structural equation modeling was used to test hypothesized relationships. Results showed significant positive correlations between all variables. STEM self-concept and positive perceptions of STEM professionals had direct positive effects on STEM career aspirations. School STEM opportunities had an indirect positive effect on career aspirations, mediated by perceptions of STEM professionals. However, the hypothesized moderating effect of STEM self-concept on the relationship between perceptions of professionals and career aspirations was not supported. The model accounted for 46% of the variance in STEM career aspirations. Demographic factors such as nationality and parental education also showed some significant associations with the key variables. These findings provide insights into the interconnected relationships of factors shaping students’ STEM career interests in Qatar. The study’s results have implications for developing interventions and policies to encourage greater engagement with STEM education and careers among high school students in Qatar and similar contexts.