Investigating Students’ Self-efficacy in Science Education through the Interrelationship among, Career Preferences, Anxiety in Science Subjects, Science Competence and Transversal Skills

Abstract

This study investigates the interrelationships among 10th-grade students’ career preferences, science-related anxiety, perceived science competence, and transversal skills using a mixed-methods approach. Data from 95 Estonian students were analyzed through Latent Class Analysis, revealing six distinct self-perception profiles. The largest group (40.6%) exhibited low anxiety, high science competence, and strong transversal skills – characteristics aligned with high self-efficacy and Science, Technology, Engineering, and Mathematics (STEM)-oriented career interest. Other profiles demonstrated more complex combinations, such as elevated anxiety paired with strong transversal skills but low competence, or moderate competence with domain-specific anxieties. Violin plot visualizations illustrated nuanced differences in central tendency, dispersion, and distribution shape across classes, uncovering intra-group variability often obscured by mean comparisons. The findings underscore the need for differentiated educational strategies that address both emotional and cognitive dimensions of learning. Specifically, reducing science-related anxiety and fostering transversal skills may support more equitable and inclusive engagement in STEM education and career exploration.