Serial‐Mediation Study of STEM Outreach Workshops, Cognitive Variables, Identity and Grade‐12 Students' Career Aspirations

ABSTRACT This study examined the direct and indirect effects of science, technology, engineering, and mathematics (STEM) outreach workshops on Grade 12 students' STEM career‐choice goals. Using a hybrid conceptual framework that combines social cognitive career theory and science identity theory and employing serial mediation analysis, the study explored how self‐efficacy, outcome expectations, interest, and identity mediate the relationship between workshop participation and STEM career‐choice goals. Findings revealed students' STEM self‐efficacy, outcome expectations, and identity were found to be significant mediating predictors of the association between outreach workshops and Grade‐12 students' STEM career pursuits. These results contribute to advancing career development theories and provide practical insights for designing effective outreach programs that foster cognitive and identity development to support students' STEM career aspirations.