Abstract
Person-occupation t has traditionally been studied within Holland's six occupational interest types framework; however the variance explained in t criteria with assessments derived from this framework has remained limited. In order to improve assessments in the elds of Science, Technology, Engineering, and Mathematics (STEM), a new scale named STEM Interest Complexity was developed by integrating occupational complexity levels (Toker and Ackerman 524). This scale proved useful by explaining more variance in criteria. The aim of the present investigation was to test the mediating role of STEM interest complexity between antecedents and vocational t criteria, by means of structural equation modeling. The model, which was tested on 122 university students enrolled in STEM majors, revealed good t to the data. Quantitative abilities, math-science selfconcept, and typical intellectual engagement predicted STEM interests. STEM interests predicted academic domain satisfaction, intentions to work in a highly-complex STEM occupation, and STEM grade point average. Quantitative abilities also directly predicted STEM grades. The model also t the data of men; however the predictive role of mathscience self-concept on academic domain satisfaction came forth in the sample of women. Study ndings highlight the mediating role of an interest measure that includes assessing interests towards complex STEM tasks.
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