My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

Background: This study is about Abu Dhabi high school students’ interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture the links between the various constructs. The model hypothesize that students’ future job expectations have several significant determinants or constructs related to their interest in science, out-of-school experiences, attitude toward science, opinion about science class, and opinion about environmental challenges. Exploratory factor analysis of each of the original ROSE dimensions provided the factors and constructs for the SEM. Summated scores of factors are used for the SEM analysis. Results: Constructs with the highest total effect are “my science class,” “my attitude toward science,” and “my interest in science.” Both “my out-of-school experiences” and “my opinion of environmental challenges” have low direct effects. In this study, descriptive statistics of items are presented, and the implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed. Conclusions: The study resulted in a comprehensive framework and model of factors and determinants that demonstrate an overall relationship to better understand what might trigger students to think about their expected future careers. Results show that just making science lessons interesting or informing students about social significance of science, technology, engineering, and mathematics (STEM) is not enough to sway young people toward STEM careers. The current study goes one step further in an attempt to link the various dimensions in a unified SEM to better understand the effects of the various elements on each other. © 2016, The Author(s).