Psychological Factors Impacting Joining STEM-Related Majors in the United Arab Emirates

Abstract

This research examines the factors that influence students' choices to pursue Science, Technology, Engineering, and Mathematics (STEM) degrees in the United Arab Emirates. Our study investigates the impact of psychosocial variables, including math anxiety, educational stress, and family expectations, on the decision of 558 children to pursue STEM education. We have discovered that there is a positive correlation between greater levels of school stress and parental expectations and the possibility of enrolling in STEM fields. Moreover, gender appears as a notable indicator, as males have a greater propensity towards STEM. The study emphasises the necessity of implementing comprehensive treatments to tackle math anxiety, educate parents about STEM jobs, and offer efficient stress management assistance for pupils. The implications have a wide reach, including politicians, educators, and parents that aim to foster a varied and driven community of STEM students in the UAE. Additional investigation is advised to explore the complex interactions of psychological elements that influence educational decisions.