Shaping Tomorrow: Gifted Adolescents and Their STEM Journeys

Persisting in STEM fields holds significant implications for the personal trajectories of gifted adolescents and their contributions to a changing world. We leveraged social cognitive career theory (SCCT) and expectancy-value theory (EVT) to investigate predictors of their intentions to study physical science in senior secondary school. Utilising structural equation modelling and survey responses from 1,019 gifted adolescents, our findings revealed the importance of achievement expectations and enjoyment in gifted students' intentions to continue in STEM pathways, as well as the critical role of STEM identity in career aspirations. Additionally, the study highlighted notable gender differences beyond self-efficacy.