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Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory

Author

Listed:
  • Abdel Latif Sellami

    (Educational Research Center, College of Education, Qatar University, Doha 2713, Qatar)

  • Abdulla Al-Ali

    (Department of Computer Science and Engineering, College of Engineering, Qatar University, Doha 2713, Qatar)

  • Amani Allouh

    (Educational Research Center, College of Education, Qatar University, Doha 2713, Qatar)

  • Saleh Alhazbi

    (Department of Computer Science and Engineering, College of Engineering, Qatar University, Doha 2713, Qatar)

Abstract

STEM (science, technology, engineering, and math) has taken center stage as a priority policy agenda for Qatar’s leadership. At present, STEM stands as a fundamental catalyst for Qatar’s sustainable economic, environmental, human, and social development goals, as is outlined in the Qatar National Vision 2030. The aim of this exploratory study was to investigate the determinants of students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM) studies and eventual careers in Qatar. This study used a survey involving a representative sample of a total of 425 students from public (government-funded) middle schools in the country. Data for this research were gathered using a survey distributed to students in grades 7, 8, and 9. Guided by the Social Cognitive Theory, a survey was implemented with a view to investigating the intrinsic and extrinsic factors likely to contribute to student STEM educational and career interest. Two main statistical tests were carried out: independent sample t -tests and one way ANOVA. Results derived from the study reveal that gender, nationality, and parental education and occupation served as predictors of student interest in a STEM degree or profession. The results derived from this study have important implications for STEM-related fields of study and career.

Suggested Citation

  • Abdel Latif Sellami & Abdulla Al-Ali & Amani Allouh & Saleh Alhazbi, 2023. "Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory," Sustainability, MDPI, vol. 15(9), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7504-:d:1138813
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    References listed on IDEAS

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    1. Samantha Nix & Lara Perez-Felkner, 2019. "Difficulty Orientations, Gender, and Race/Ethnicity: An Intersectional Analysis of Pathways to STEM Degrees," Social Sciences, MDPI, vol. 8(2), pages 1-29, January.
    2. Fazilah Razali & Othman Talib & Umi Kalthom Abd Manaf & Siti Aishah Hassan, 2018. "Students Attitude towards Science, Technology, Engineering and Mathematics in Developing Career Aspiration," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 8(5), pages 962-976, May.
    3. Tomas Jungert & Shelby Levine & Richard Koestner, 2020. "Examining how parent and teacher enthusiasm influences motivation and achievement in STEM," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(4), pages 275-282, August.
    4. Francisco-Javier Hinojo-Lucena & Pablo Dúo-Terrón & Magdalena Ramos Navas-Parejo & Carmen Rodríguez-Jiménez & Antonio-José Moreno-Guerrero, 2020. "Scientific Performance and Mapping of the Term STEM in Education on the Web of Science," Sustainability, MDPI, vol. 12(6), pages 1-20, March.
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    Cited by:

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    2. Xinyuan Zhang & Emmanuel Nketiah & Victor Shi & Jinfu Cheng, 2023. "Who Will Save Energy? An Extension of Social Cognitive Theory with Place Attachment to Understand Residents’ Energy-Saving Behaviors," Sustainability, MDPI, vol. 16(1), pages 1-21, December.

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