STEM Self-Efficacy Among High-Achieving STEM Leavers: A Confirmatory Factor Analysis Validation Study
DOI:
https://doi.org/10.37134/jpsmm.vol16.1.7.2026Keywords:
STEM self-efficacy, STEM attrition, High-achieving students, Confirmatory factor analysis, Expectancy-Value Theory, Social Cognitive Career TheoryAbstract
STEM education plays a critical role in developing a skilled workforce, yet declining enrolment and high attrition rates remain persistent global concerns. Notably, STEM attrition is not limited to low-performing students, as high-achieving individuals may also leave STEM pathways despite meeting academic requirements. This study aimed to validate the measurement structure of STEM self-efficacy among high-achieving STEM-qualified students who transitioned out of the STEM stream. Grounded in Expectancy-Value Theory (EVT) and Social Cognitive Career Theory (SCCT), the study employed a quantitative cross-sectional design. Data were collected from 351 high-achieving STEM stream students who were academically eligible for STEM-related post-secondary programmes but enrolled in non-STEM foundation programmes across selected Malaysian public universities. The instrument comprised domain-specific measures of science, mathematics, and engineering self-efficacy adapted from established scales. Following a prior exploratory phase, Confirmatory Factor Analysis (CFA) using IBM SPSS AMOS 22.0 was employed to validate the measurement model. The findings supported a three-factor structure of STEM self-efficacy, with science, mathematics, and engineering self-efficacy emerging as distinct but related constructs. The measurement model demonstrated satisfactory fit, strong factor loadings, adequate convergent and discriminant validity, and high composite reliability. These results confirm that STEM self-efficacy is a multidimensional construct that varies across domains. Importantly, the findings suggest that high-achieving students may exhibit uneven confidence across STEM domains, which may influence their decision to leave STEM pathways. This study contributes to the literature by providing a validated instrument for measuring STEM self-efficacy among high-achieving STEM leavers and offers insights for designing targeted academic counselling, STEM pathway guidance, and early intervention to improve STEM retention.
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