Design, implementation and evaluation of school-based career guidance programs for STEM motivation

Thesis Abstract

The study addresses the persistent underrepresentation of students, particularly from underrepresented groups, in STEM fields by examining how school-based career guidance programs can enhance motivation toward science, technology, engineering, and mathematics. The aim is to design, implement, and evaluate a structured guidance intervention embedded within secondary school curricula to increase STEM-related motivation, engagement, and intended pursuit of STEM pathways. Specific objectives include (1) to develop a theory-informed career guidance curriculum aligned with Social Cognitive Career Theory (SCCT) and Expectancy-Value Theory; (2) to implement the program in eight diverse secondary schools over one academic year; (3) to assess changes in students’ STEM motivation, self-efficacy, and perceived career barrier-reduction using validated instruments; (4) to examine differences in outcomes across gender, socioeconomic status, and prior achievement; and (5) to identify facilitators and barriers to program adoption from teacher, counselor, and student perspectives. A mixed-methods design integrates a quasi-experimental approach with matched control schools (n = 8 intervention; n = 8 control; total participants approximately 3,200 students aged 14–16) and an embedded qualitative component. Quantitative data will be collected at three time points (pre-intervention, mid-year, post-intervention) using standardized scales for STEM interest (STEMICS), self-efficacy in STEM, outcome expectations, and perceived barriers, supplemented by school records of course selections and STEM-related extracurricular participation. The primary analytical technique will be repeated-measures ANOVA and multilevel modeling to account for nested data (students within classes and schools), complemented by multiple regression to probe mediation effects as posited by SCCT. Structural equation modeling will test the hypothesized pathway from guidance experiences to heightened STEM motivation and course selection. Qualitative data will be gathered through semi-structured focus groups with students (n ? 32) and interviews with school counselors and teachers (n ? 24), with thematic analysis conducted to identify mechanisms of change, contextual facilitators, and implementation fidelity. Key expected findings include (i) a significant increase in STEM motivation and self-efficacy among intervention participants relative to controls; (ii) higher rates of enrollment in advanced STEM coursework and participation in STEM clubs in intervention schools; (iii) mediation effects showing that enhanced self-efficacy and positive outcome expectations explain a substantial portion of the relationship between program exposure and STEM course uptake; (iv) differential effects by gender and socioeconomic status, with targeted refinements addressing identified gaps; and (v) qualitative insights into effective components (career exploration activities, industry mentor engagement, and counselor-led individualized planning) and barriers (curricular constraints, staffing capacity, and time pressures). The study contributes to knowledge by operationalizing a scalable, theory-driven guidance model that links career development constructs to tangible STEM educational trajectories within school settings. It advances understanding of how structured guidance experiences can alter adolescents’ motivation and behavioral intentions toward STEM and informs policy on integrating career guidance into curricula to promote equity in STEM participation. The practical implications include a replicable implementation framework, fidelity monitoring instruments, and recommended professional development modules for school counselors and teachers. The main conclusion anticipates that well-structured, contextually adapted school-based career guidance programs can meaningfully elevate STEM motivation and participation, particularly when they actively address self-efficacy, outcome expectations, and perceived barriers; recommendations emphasize scalable training, stakeholder collaboration, periodic program evaluation, and alignment with national STEM workforce objectives.