An Investigation of the Formation Process of Chinese High School Students’ Science Career Intentions

High school students' lack of science career intentions has attracted the attention of stakeholders and researchers in many fields. Studies relevant to the formation of science career perceptions and the development of science careers have played crucial roles in the science education research field. The current study draws on two widely applied theories in investigating students’ science career intentions: social cognitive career theory (SCCT) and science capital theory. The study employs quantitative- dominant mixed methods, including structural equation modelling and case studies. Through the construction of models, this study demonstrates the processes by which Chinese high school students (age 16-18) form their science career intentions. These formation processes consist of a set of interactions between contextual factors (family science capital) and personal cognitive factors (e. g. self-efficacy, interest). This study provides evidence of the applicability of both science capital theory and SCCT in the Chinese context. In addition, at the theoretical level, the current study complements science capital theory and SCCT. It reveals that aspects of personal agency, for example self-efficacy, can mediate the relation between students’ family science capital and their science career intentions. Science capital theory posits an indirect relationship between family science capital and science career intentions; the current study's findings complement this observation and strengthen its explanation. For SCCT, the present study investigates the disputed questions from previous literature about some key variables: self-efficacy, interest, and learning experiences; and it refines the understanding of these variables. This study offers insights to help understand the formation processes of Chinese high school students’ science career intentions. The study thereby contributes to the development and refinement of relevant theories, and it also provides applied implications for educational policy and future studies.