International Journal of Social Science & Economic Research
Submit Paper

Title:
SCIENCE SELF-EFFICACY AND CAREER DECISION MAKING: A STUDY AMONG SECONDARY STUDENTS IN MURANG’A COUNTY, KENYA

Authors:
Mary N. Muturi and Dr. Tabitha Wangeri

|| ||

Mary N. Muturi1 and Dr. Tabitha Wangeri2
1. Murang’a University of Technology, Department of Education and Technology P.O Box: 75-10200, Murang’a, Kenya
2. Kenyatta University, Department of Educational Psychology, P.O Box: 43844-00100, Nairobi, Kenya

MLA 8
Muturi, Mary N., and Dr. Tabitha Wangeri. "SCIENCE SELF-EFFICACY AND CAREER DECISION MAKING: A STUDY AMONG SECONDARY STUDENTS IN MURANG’A COUNTY, KENYA." Int. j. of Social Science and Economic Research, vol. 7, no. 11, Nov. 2022, pp. 3595-3603, doi.org/10.46609/IJSSER.2022.v07i11.001. Accessed Nov. 2022.
APA 6
Muturi, M., & Wangeri, D. (2022, November). SCIENCE SELF-EFFICACY AND CAREER DECISION MAKING: A STUDY AMONG SECONDARY STUDENTS IN MURANG’A COUNTY, KENYA. Int. j. of Social Science and Economic Research, 7(11), 3595-3603. Retrieved from https://doi.org/10.46609/IJSSER.2022.v07i11.001
Chicago
Muturi, Mary N., and Dr. Tabitha Wangeri. "SCIENCE SELF-EFFICACY AND CAREER DECISION MAKING: A STUDY AMONG SECONDARY STUDENTS IN MURANG’A COUNTY, KENYA." Int. j. of Social Science and Economic Research 7, no. 11 (November 2022), 3595-3603. Accessed November, 2022. https://doi.org/10.46609/IJSSER.2022.v07i11.001.

References

[1]. Blotnicky, K. A., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International Journal of STEM Education, 5(1), 1–15.
[2]. Chasanah, A. M., & Salim, R. M. A. (2019). Parental support, career exploration, and career decision-making self-efficacy in Junior High School students. ANIMA Indonesian Psychological Journal, 34(4), 211–221.
[3]. Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21.
[4]. Falco, L. D., & Summers, J. J. (2019). Improving career decision self-efficacy and STEM self-efficacy in high school girls: Evaluation of an intervention. Journal of Career Development, 46(1), 62–76.
[5]. Gachahi, M. W. (2015). Relationship Between Headteachers’and Smase-Trained Teachers’variables and Primary School Pupils’mathematics and Science Achievement in Murang’a County, Kenya [Ph.D. Thesis].
[6]. García-Pérez, O., Inda-Caro, M., Fernández-García, C.-M., & Torío-López, S. (2020). The influence of perceived family supports and barriers on personal variables in a Spanish sample of secondary school science-technology students. International Journal of Science Education, 42(1), 70–88.
[7]. Mathwasa, J., & Sibanda, L. (2020). Enhancing students’ self-efficacy: Implication for high school guidance and counselling educators. In Counseling and Therapy. IntechOpen.
[8]. Miles, J. (2015). The impact of a career development programme on the career self-efficacy and academic motivation of Grade 11 learners from diverse socio-economic backgrounds [Ph.D. Thesis]. Stellenbosch: Stellenbosch University.
[9]. Nduta, M. M. (2020). Gender Differences in Career Aspiration among Public Secondary Schools Students in Nairobi County, Kenya. American Journal of Multidisciplinary Research & Development (AJMRD), 2(9), 16–25.
[10]. Ogutu, J. P., Odera, P., & Maragia, S. N. (2017). Self-Efficacy as a Predictor of Career Decision Making among Secondary School Students in Busia County, Kenya. Journal of Education and Practice, 8(11), 20–29.
[11]. Peace, T. A. (2017). Determinants of students’ Career Choices in Secondary Schools from Southwestern Uganda; Insights from a domestic chores Perspective. International Journal of Science and Research, 6(9), 1810–1816.
[12]. Reddan, G. (2015). Enhancing Students’ Self-Efficacy in Making Positive Career Decisions. Asia-Pacific Journal of Cooperative Education, 16(4), 291–300.
[13]. Sha, L., Schunn, C., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450–472.
[14]. Shin, S., Lee, J.-K., & Ha, M. (2017). Influence of career motivation on science learning in Korean high-school students. EURASIA Journal of Mathematics Science and Technology Education, 13(5), 1517–1538.
[15]. Turner, S. L., Joeng, J. R., Sims, M. D., Dade, S. N., & Reid, M. F. (2019). SES, gender, and STEM career interests, goals, and actions: A test of SCCT. Journal of Career Assessment, 27(1), 134–150.
[16]. Tzu-Ling, H. (2019). Gender differences in high-school learning experiences, motivation, self-efficacy, and career aspirations among Taiwanese STEM college students. International Journal of Science Education, 41(13), 1870–1884.
[17]. Ulas-Kilic, O., Peila-Shuster, J. J., Demirtas-Zorbaz, S., & Kizildag, S. (2020). Career decision-making self-efficacy of young adolescent students in Turkey. International Journal of School & Educational Psychology, 8(sup1), 38–48.
[18]. Wang, M.-T., Ye, F., & Degol, J. L. (2017). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Journal of Youth and Adolescence, 46(8), 1805–1820.

ABSTRACT:
Self-confidence in science enhances the pursuance of science-related fields. Low self-belief in students’ ability to perform in science subjects has been cited as a factor that has led to declined examination grades. Consequently, impeding admission of students in Murang’a County, into career courses that require science subjects. This study embarked on investigating students’ selfefficacy in science and career decisiveness among students in secondary schools in Murang’a County Kenya. The study explored the cognitive domain of the Social Cognitive Career Theory (SCCT). Correlations were established between the variables. A sample population of 498 form three students in public schools was derived by Cochran’s sample size formula. The sample included boys, girls, and coeducational schools, selected using purposive and proportionate sampling. The science self-efficacy scale and career decision scale (CDS) were utilized to collect data. Inferential data was analyzed by SPSS determining associations between the variables. Positive relationships were realized between low science self-efficacy and Career decision making. High science self-efficacy had a negative correlation with students’ ability to decide on a career option. The findings suggest the significance of science self-efficacy in stimulating students’ decisions in science.

IJSSER is Member of