Exploring the Latent Dimensions of STEM Orientation among Albanian Upper-Secondary Students

This study investigated the latent dimensions underlying upper-secondary students’ orienta-tion toward STEM fields in the Fier-Vlora region of Albania. It aimed to identify the factorial struc-ture underlying perceptions of cognitive, contex-tual, and sociocultural influences; assess the instrument's psychometric properties; and con-firm its structural validity through confirmatory factor analysis. A quantitative, cross-sectional design was ap-plied using a structured SCCT-informed question-naire administered to grade 11-12 students. Data suitability was verified via KMO and Bartlett’s tests. Exploratory factor analysis (MINRES ex-traction, oblimin rotation) was conducted to identify the latent structure. Confirmatory factor analysis (WLSMV estimator) was then applied to assess factorial stability, with model fit evaluated using classical/robust CFI, TLI, RMSEA and SRMR indices. Reliability (Cronbach’s α, KR-20), convergent validity (CR, AVE), and discriminant validity (Fornell–Larcker criterion) were examined.

The study validated a coherent five-factor structure that captures: cognitive engagement with STEM; outcome expectations and career utility; behavioral exposure to STEM activities; social and family support; instructional and career guidance. The instrument demonstrates strong psychometric properties and provides a contex-tually grounded tool for assessing STEM-related orientations among Albanian upper-secondary students.

Keywords: STEM orientation; upper-secondary education; factor analysis; Social Cognitive Career Theory; psychometric validation; Albanian students

Background

The acronym STEM (science, technology, engineering, and mathematics) has become a global focal point for economic growth and labor market readiness. In Albania, the education system faces challenges due to declining birth rates and high emigration, leading to a projected 10.74% decrease in the population under 25. While the National Strategy for Education (2021–2026) prioritizes STEM integration, statistics from 2015-2024 show a sustained decline in students choosing "Natural sciences, mathematics, and statistics," even as interest in "Engineering and ICT" remains stable or grows. Despite these trends, there was a lack of contextually grounded research in Albania regarding the factors that drive student orientation toward STEM. This study addresses that gap by using Social Cognitive Career Theory (SCCT) to explore how cognitive, contextual, and sociocultural factors influence Albanian upper-secondary students' academic and career pathways.

Methods

This study employed a quantitative, cross-sectional, psychometric research design using an exploratory-confirmatory sequence. A structured questionnaire was administered to 499 students in grades 11 and 12 from 14 schools across the Fier-Vlora region. The instrument was informed by SCCT and initially contained 20 items (excluding demographics) measured primarily on a 5-point Likert scale. Data analysis was conducted using R software. First, Exploratory Factor Analysis (EFA) using MINRES extraction and oblimin rotation was used to identify the latent structure, resulting in a reduced set of 16 items for better parsimony. Second, Confirmatory Factor Analysis (CFA) using the WLSMV estimator was applied to validate the model's structural stability. Psychometric properties were assessed via KMO/Bartlett’s tests for factorability, Cronbach’s alpha and KR-20 for reliability, and the Fornell-Larcker criterion for discriminant validity.

Results

The analysis validated a robust five-factor structure for STEM orientation. The EFA refined the initial 20-item set to 16 items, significantly improving the model's clarity. The final CFA model demonstrated satisfactory fit indices: Robust CFI = 0.945, Robust TLI = 0.929, Robust RMSEA = 0.079, and SRMR = 0.037. Reliability values for the five factors ranged from 0.617 to 0.885. The five latent dimensions identified were:

1. Cognitive engagement (self-efficacy/motivation);
2. Outcome expectations (career utility and social mobility);
3. Behavioral exposure (participation in extracurricular STEM activities);
4. Social and family support (influence of role models and parents);
5. Instructional and career guidance (teacher encouragement and institutional support).

The data also highlighted gender and demographic distributions, with 53.91% female participants and 76.95% of the sample residing in urban areas.

Conclusions

The study successfully established a five-factor model that captures the multidimensional nature of STEM orientation among Albanian students. The findings align with Social Cognitive Career Theory, suggesting that interest in STEM is not purely cognitive but deeply influenced by social modeling, parental support, and institutional guidance. Specifically, the "Instructional Guidance" factor underscores the importance of hands-on, teacher-led experimentation in fostering student engagement. The authors conclude that the validated 16-item instrument is a reliable, contextually adapted tool for Albanian educators and policymakers. It provides a foundation for future longitudinal research to explore how these latent dimensions interact with demographic variables to shape career trajectories, ultimately helping the education system better align with the needs of the modern labor market.