Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students
Bibliographic Data
| ID | 21392916 |
|---|---|
| Authors | Zhimeng Jiang (0000-0001-7109-5447, Faculty of Education University of Macau Macau China), Bing Wei (0000-0002-5591-8025, Faculty of Education University of Macau Macau China, corresponding author) |
| Year | 2026 |
| Volume | 110 |
| Issue | 2 |
| Pages | 543-556 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70024 |
| OpenAlex | W4414472682 |
| Language | EN |
| Citations received | 2 |
| References cited | 63 |
Science identity has been proposed to closely relate to STEM career intentions. Yet, the relationship between these two constructs is still ambiguous due to inconsistent empirical findings. Exploring the heterogeneity of science identity among the population could provide clarity on this matter. By employing a latent profile analysis, this study aims to explore (a) science identity profiles among 827 high school students, (b) demographic characteristics of the profiles, and (c) the association of science identity profiles with STEM career intentions. Overall, three distinct profiles were identified: (a) competent but disengaged (43.77%), (b) moderately engaged (49.94%), and (c) passionate yet uncertain (6.29%). Notably, each profile exhibited distinct response patterns on the four science identity indicators, namely competency belief, performance belief, recognition, and interest. A significant portion of the high school students in this study demonstrated a below‐average level of science identity. Demographic characteristics significantly influenced the likelihood of individuals falling into these profiles, with female students and those in higher grade level being more prominently represented in profiles characterized by a lower level of science identity. Furthermore, significant disparities in STEM career intentions were observed across the identified profiles. Both the moderately engaged and passionate yet uncertain profiles displayed a lower likelihood to pursue STEM career in the future. These results underscore the importance of acknowledging the heterogeneity of science identity among students and its varying associations with STEM career intention. It also informs educators and researchers to effectively prepare targeted support for students to engage in science learning, enjoy science activities, and pursue STEM careers
CLARITY · Identity (music) · Latent class model · Population · Science education · Self-concept · Career Development and Diversity · Education, Safety, and Science Studies · Educational Research and Pedagogy
Communities of Practice
Identity, Critical Agency, and Engineering
Attitudes towards science
Adolescent boys' science aspirations: Masculinity, capital, and power
The nature of science identity and its role as the driver of student choices
Developing a STEM Identity Among Young Women
Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students
“Doing” science versus “being” a scientist
Statistical Power to Detect the Correct Number of Classes in Latent Profile Analysis
Boredom in achievement settings
Classical Latent Profile Analysis of Academic Self-Concept Dimensions
Early informal STEM experiences and STEM identity
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
Cutoff criteria for fit indexes in covariance structure analysis
Species Richness of Parasite Assemblages
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
From expectancy-value theory to situated expectancy-value theory
Auxiliary Variables in Mixture Modeling
Investigating science identity classifications of rural high school students
Science self-efficacy in the relationship between gender & science identity
Understanding Science Identity Development Among College Students
Correlates of adolescents’ STEM career aspirations
The context dependence of physics identity
Dynamics of Identity Development in Adolescence
Decline Is Not Inevitable
Exploring woman university physics students ‘doing gender’ and ‘doing physics’
I’m Not a Science Nerd!”
Developmental Trajectories of Science Identity Beliefs
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
From science student to scientist
Understanding the science experiences of successful women of color
Identity as an Analytic Lens for Research in Education
Situated Learning
The science identity and entering a science occupation
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |