Motivation, self-image and developmental tasks influence students’ science-related career choice

Abstract

We examined in which way chemistry lessons influence students´ intended career choice. Based on different theoretical approaches we are interested in answering the following question: Are the variables motivational learning environment, developmental tasks, self-to-prototype matching and self-concept connected to the career choice? For this purpose we developed a questionnaire which includes the variables motivational learning environment, self-concept, self-image and prototypes and developmental tasks. The questionnaire was given to students of German schools (Hauptschule) and trainees of the chemical industry. A regression analysis showed that the variables partly influence the choice of career.