STEM Interest, engineering-oriented career identity, and academic self-efficacy on engineering study intention: A SEM analysis among senior high school students
Abstract
Recognizing the critical contribution of the engineering field to national human resource development and innovation, coupled with the existing challenge of low student interest in engineering careers among Indonesian high school students, this study aims to analyze the influence of STEM Interest and Academic Self-Efficacy (ASE) on Engineering Study Intention (ESI) through the mediating role of Engineering-Oriented Career Identity (EOCI). Using a quantitative survey approach, data were collected from 695 students participating in the university entrance selection process. Instruments were adapted from prior validated studies and measured on a 1–6 Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 3. Based on the processed data, the findings reveal that both STEM Interest and ASE significantly foster the development of EOCI among students (β = 0.420 and β = 0.425, p < 0.001). In turn, EOCI strongly predicts ESI (β = 0.654; p < 0.001). However, the direct effects of STEM Interest and ASE on ESI were non-significant, confirming that EOCI fully mediates the relationship. This indicates that students' motivation and confidence affect their intention to pursue engineering primarily through identity development. The model explains 45.1% of the variance in EOCI and 43.6% in ESI, with satisfactory convergent and discriminant validity and good model fit (SRMR = 0.039, NFI = 0.948). These findings affirm the importance of forming an engineering career identity in supporting students' transition to engineering education. Practical implications include strengthening motivational programs and engineering career exploration from secondary education.
References
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West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Sage Publications, Inc.
Ardwiyanti, D., Prasetyo, Z. K., & Wilujeng, I. (2021). STEM research trends in Indonesia: A systematic literature review. Journal of Science Education Research, 5(1), 38–45. https://www.academia.edu/113249184/STEM_research_trends_in_indonesia_A_systematic_literature_review?uc-sb-sw=30015805
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunity. Arlington, VI: National Science Teachers Association (NSTA) Press.
Chan, R.C.H. (2022). A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms. International Journal of STEM Education, 9(1), 1-13. https://doi.org/10.1186/s40594-022-00352-0
Fatimah , S., Murwani , F. D., Farida , I. A., & Hitipeuw , I. (2024). Academic Self-Efficacy and Its Effect on Academic Engagement: MetaAnalysis. International Journal of Instruction, 17(1), 271–294. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/506
Godwin, A. (2016). The development of a measure of engineering identity. In ASEE Annual Conference & Exposition. 1–12. https://peer.asee.org/the-development-of-a-measure-of-engineering-identity
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Halim, L., Mohd Shahali, E. H., & H Iksan, Z. (2023). Effect of environmental factors on students’ interest in STEM careers: The mediating role of self-efficacy. Research in Science & Technological Education, 41(4), 1394-1411. https://doi.org/10.1080/02635143.2021.2008341
Jiang, H., Zhang, L., & Zhang, W. (2024). Influence of career awareness on STEM career interests: Examining the roles of self-efficacy, outcome expectations, and gender. International Journal of STEM education, 11(1), 22. https://doi.org/10.1186/s40594-024-00482-7
Kurniati, E., Suwono, H., Ibrohim, I., Suryadi, A & Saefi M. (2022). International Scientific Collaboration and Research Topics on STEM Education: A Systematic Review. Eurasia Journal of Mathematics, Science and Technology Education, 18(4). https://doi.org/10.29333/ejmste/11903
Lent, R. W., Lopez, A. M., Jr., Lopez, F. G., & Sheu, H.-B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73(1), 52–62. https://doi.org/10.1016/j.jvb.2008.01.002
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown & Associates (Eds.), Career choice and development (4th ed., pp. 255–311). Jossey-Bass.
Luo, T., So, W.W.M., Wan, Z.H. et al. (2021). STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations. International Journal of STEM Education, 8(1):36. https://doi.org/10.1186/s40594-021-00295y
Mau, WC.J., Chen, SJ. & Lin, CC. (2021). Social cognitive factors of science, technology, engineering, and mathematics career interests. International Journal for Educational and Vocational Guidance, 21(1), 47-60. https://doi.org/10.1007/s10775-020-09427-2
Morelock, J. R. (2017). A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement. European journal of engineering education, 42(6), 1240-1262. https://doi.org/10.1080/03043797.2017.1287664
Nugraha, M. G., Kidman, G., & Tan, H. (2023). Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature. Eurasia Journal of Mathematics, Science and Technology Education, 19(5). https://doi.org/10.29333/ejmste/13155
Panergayo, A. A. (2023). Students’ Conceptual Understanding, Self-Efficacy and Scientific Creativity in Science Learning: A Multivariate Analysis. International Journal of Education, Management and Development Studies, 4(4):139-159. DOI:10.53378/353027
Patrick, A., & Borrego, M. (2016, June), A Review of the Literature Relevant to Engineering Identity. In 2016 ASEE Annual Conference & Exposition. 10.18260/p.26428
Pregowska, A., Gajda, A., Lis, A., Demchuk, O. M., Warczak, M., & Osial, M. (2025). The attitude of high school students towards choosing a career path and participation in workshops popularizing science – SPIONs synthesis case. Research in Science & Technological Education, 1–24. https://doi.org/10.1080/02635143.2025.2491081
Rabinowitz, G., Moore, K.S., Ali, S. et al. (2025). Study of an effective machine learning-integrated science curriculum for high school youth in an informal learning setting. International Journal of STEM Education, 12(1), 23. https://doi.org/10.1186/s40594-025-00543-5
Sawitri, D.R., Creed, P.A. (2021). Perceived research environment, motivation, and academic interest in research: a social-cognitive perspective. International Journal for Educational and Vocational Guidance, 21(3), 489-506. https://doi.org/10.1007/s10775-020-09449-w
Sachmpazidi, D., Van Dusen, B., & Henderson, C., (2025). Role of departmental support structures and self-efficacy on physics student persistence: An examination of students' experience from 19 physics graduate programs. Physical Review Physics Education Research, 21(1), 010158. https://doi.org/10.1103/PhysRevPhysEducRes.21.010158
Solihah, P. A., Kaniawati, I., Samsudin, A., Riandi. (2024). Prototype of Greenhouse Effect for Improving Problem-Solving Skills in Science, Technology, Engineering, and Mathematics (STEM)- Education for Sustainable Development (ESD): Literature Review, Bibliometric, and Experiment. Indonesian Journal of Science and Technology, 9(1), 163–190. DOI:10.17509/ijost.v9i1.66773
Turner, S. L., Joeng, J. R., Sims, M. D., Dade, S. N., & Reid, M. F. (2019). SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT. Journal of Career Assessment, 27(1), 134-150. https://doi.org/10.1177/1069072717748665
Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 341–363.
Verdín, D., & Godwin, A. (2018). Exploring Latina First-Generation College Students’ Multiple Identities, Self-Efficacy, and Institutional Integration to Inform Achievement in Engineering. Journal of Women and Minorities in Science and Engineering, 24(3). 10.1615/JWomenMinorScienEng.2018018667
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Sage Publications, Inc.
Authors
Saputra, W. S., Hamdani, A., Solehudin, A., & Sucita, T. (2025). STEM Interest, engineering-oriented career identity, and academic self-efficacy on engineering study intention: A SEM analysis among senior high school students. Journal of Environment and Sustainability Education, 3(2), 304–313. https://doi.org/10.62672/joease.v3i2.102
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