STEM learning opportunities and career aspirations: the interactive effect of students’ self-concept and perceptions of STEM professionals

International Journal of STEM Education

Table 1 Standardized factor loadings and reliability coefficients of the latent variables

Variables	Items	Factor loading	Reliability
STEM career aspirations	A1. To work in science	0.704	0.832
	A2. To work in engineering	0.746
	A3. To work in mathematics	0.797
	A4. To work in a field using technology	0.730
STEM self-concept	B1. I do well in Math	0.532	0.832
	B2. I understand most of the things in my Math subjects	0.649
	B3. I do well in Science subjects	0.653
	B4. I understand most of the things in my Science subjects	0.773
	B5. I do well in IT-related subjects	0.606
	B6. I understand most of the things in my IT-related subjects	0.647
Perceptions of STEM professionals	C1. are good at science	0.692	0.839
	C2. are good at math	0.657
	C3. are naturally very intelligent	0.694
	C4. have many interests	0.748
	C5. can make a difference in the world	0.524
	C6. have an exciting job	0.534
	C7. have a high income	0.428
	C8. are respected by people	0.543
STEM media consumption	D1 Access STEM information via books	0.762	0.824
	D2 Access STEM information via magazines	0.746
	D3 Access STEM information via TV programmes	0.772
	D4 Access STEM information via websites (e.g., Google)	0.733
School STEM opportunities	E1 My school provides STEM opportunities in Math lessons	0.840	0.897
	E2 My school provides STEM opportunities in Science-related lessons	0.840
	E3 My school provides STEM opportunities in IT-related lessons	0.819
	E4 My school provides STEM opportunities in other lessons (e.g., Arts, Music, Sports and language studies)	0.707
	E5 My school provides STEM opportunities out of class time	0.730