Các nhân tố ảnh hưởng đến ý định tham gia nghề nghiệp STEM của sinh viên nữ khối ngành sư phạm tại Việt Nam
Tóm tắt
In the context of increasing demand for STEM human resources, promoting women's participation in science, technology, engineering, and mathematics (STEM) fields is crucial for sustainable development. This study aims to identify factors influencing the intention to pursue STEM careers among female students in science education in Vietnam. Data were collected from 305 female students and analyzed using a PLS-SEM model. The results show that STEM learning experiences have the strongest positive influence on motivation to pursue STEM (β = 0.298), followed by self-confidence in STEM abilities (β = 0.257) and the image of a successful woman in STEM (β = 0.164). Conversely, gender stereotypes in STEM have a significant negative impact (β = -0.240). Motivation to pursue STEM has a positive influence on the intention to enter STEM careers (β = 0.671). The research model explains 53.4% of the variation in motivation to pursue STEM (R² = 0.534) and 45.0% of the variation in intention to pursue STEM careers (R² = 0.450). The research results contribute to supplementing the empirical evidence on factors promoting women's participation in STEM and provide a scientific basis for developing STEM human resources in Vietnam.
Tài liệu tham khảo
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Valentino, L. (2015). Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM. Economics of Education Review, 45, 14-27. https://doi.org/10.1016/j.econedurev.2015.01.002
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1), 1-35. https://doi.org/10.1037/bul0000052
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295-336). Lawrence Erlbaum Associates.
Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231-246. https://doi.org/10.1080/1047840X.2011.607313
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Forum, W. E. (2025). The future of jobs report 2025. World Economic Forum.
Ha, P. N. T., Van, H. T., Thai, P. Le, Phuong, T. T. T., & Tran, T. (2024). Partial least squares structural equation modeling (PLS-SEM) in higher education research: An evidence from using technology acceptance model (TAM) and innovation resistance theory (IRT). New Review of Information Networking, 29(1-2), 24-54. https://doi.org/10.1080/13614576.2025.2499748
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Le, H. T., Van, H. T., Nguyen-Dinh, C. H., & Nguyen, M. D. (2025). The evolution of online physics education: Insights from a bibliometric study. International Journal of Learning, Teaching and Educational Research, 24(4), 221-249. https://doi.org/10.26803/ijlter.24.4.11
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Progress in studying the domain satisfaction and career self-management models. Journal of Career Assessment, 27(4), 563-578. https://doi.org/10.1177/1069072719852736
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122. https://doi.org/10.1006/jvbe.1994.1027
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424-437. https://doi.org/10.1037/edu0000061
Moakler Jr., M. W., & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. The Career Development Quarterly, 62(2), 128-142. https://doi.org/10.1002/j.2161-0045.2014.00075.x
OECD. (2024). Education at a glance 2024: OECD indicators. OECD Publishing. https://doi.org/10.1787/c00cad36-en
Sheu, H.-B., & Bordon, J. J. (2017). SCCT research in the international context: Empirical evidence, future directions, and practical implications. Journal of Career Assessment, 25(1), 58-74. https://doi.org/10.1177/1069072716657826
Team, G. E. M. R., & UNESCO. (2024). Global education monitoring report 2024, gender report: Technology on her terms. UNESCO Publishing.
Thanh, H. Le, Van, H. T., Viet, H. P., Tran, Q., Thanh, H. N., Duy, B. D., & Duc, M. T. (2025). Integrating AI and IoT into STEM teacher training: A case study of secondary education in Vietnam. Edelweiss Applied Science and Technology, 9(4), 2439-2458. https://doi.org/10.55214/25768484.v9i4.6583
Wang, M.-T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119-140. https://doi.org/10.1007/s10648-015-9355-x
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
