• Päivi Taskinen
  • Kerstin Schütte
  • Manfred Prenzel
Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students' career preferences. Then, we tested the expected effects on a sample of German 9th-grade students (N = 7,813). We focused on two school factors: the amount of (additional) science activities and the real-life applications in science classes. The multi-level analysis showed that school factors were highly relevant for the students' interest in science and science self-concept. In turn, interest in science and science self-concept affect the students' interest in science-related careers. We conclude that focusing on the link between individual and school characteristics is important for the understanding of students' interest in science-related careers. [Editor]
Original languageEnglish
JournalEducational Research and Evaluation
Volume19
Issue8
Pages (from-to)717-733
Number of pages17
ISSN1380-3611
DOIs
StatePublished - 2013

    Research areas

  • Educational assessment/measurements - STEM careers, secondary school, career choice, Germany, science

ID: 20882