Differences in Academic Persistence Intentions among STEM Undergraduates in South Korea: Analysis of Related and Influencing Factors

• Published in: Education sciences 2024-06, Vol.14 (6), p.577
• Main Author: Hwang, Soonhee
• Format: Article
• Language: English
• Subjects: Academic achievement; Academic Persistence; academic persistence intentions; career barriers; Career Choice; Career Development; Career development planning; College students; Colleges & universities; contextual supports; Educational Environment; Educational Quality; Elementary Education; engineering self-efficacy; Grade Point Average; High School Students; outcome expectations; School environment; STEM undergraduates
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14060577

In recent years, a decline in employment rates has been observed among science, technology, engineering, and mathematics (STEM) graduates in South Korea, influenced by diverse factors, including economic, social, and policy-related factors. Understanding the reasons behind this decline in STEM employment requires an exploration of academic persistence intentions in STEM and their interconnected relationships with relevant factors. This study aimed to comprehensively examine differences in academic persistence intentions, environmental factors, achievement-related factors, and career motivation among 2393 STEM undergraduates in Korea. Furthermore, this study investigated the factors affecting academic persistence intentions. Data were analyzed using different statistical methods, including factorial multivariate analysis of variance, Pearson’s correlation analysis, and multiple regression models conducted by adding variables of interest. The findings revealed significant differences in academic persistence intentions, environmental factors, achievement-related factors, and career motivation as perceived by STEM undergraduates, based on individual background and university characteristics. Moreover, 53.9% of academic persistence intentions were explained by 10 variables (gender, career direction after graduation, career field to enter after graduation, start period of career path preparation [career-related factors], contextual supports and career barriers [environmental factors], engineering self-efficacy, outcome expectations, major interest [achievement-related factors], and career motivation). Specifically, career motivation contributed the most to the academic persistence intentions of STEM undergraduates, followed by engineering self-efficacy and career barriers. The findings underscore the necessity for customized educational and policy support, considering individual background and university characteristics, to effectively address the challenges faced by STEM graduates in the changing employment landscape.