STEM career interests of Ghanaian adolescents in the context of social cognitive career theory

Abstract

This study sought to determine whether the social cognitive career theory (SCCT), which posits that interest is shaped by self-efficacy and outcome expectancies as well as experiences with sources of influence and prior learning, reflects factors likely to influence Ghanaian adolescents’ interest in science, technology, engineering, and mathematics (STEM) careers (N = 209, mean age = 17.03 years). Findings indicate that social influences such as the presence role models and interactions with family, teachers, and peers were highly influential. Moreover, unlike Western settings, self-efficacy did not predict career interest for Ghanaians. Finally, different factors were associated with different STEM careers, suggesting the need to examine distinct careers separately.