Abstract
This study examined the subject‐choice process engaged in by a sample of Western Australian school students. The theoretical background was provided by career education models in which aspects of cognitive preferences are related to the choice of particular science and mathematics subjects. CareerMate, a computerised career counselling instrument, was used to identify cognitive preferences in the four dimensions of energy projection, experience preference, helping and closure. Aspects of the students’ preferences were correlated with their subject choices and gender and subject specific relationships emerged. There were significant differences in cognitive preferences between the academically capable females who chose matriculation physical science and mathematics subjects and those who did not. These differences need to be considered when encouraging females to select such subjects. If these subjects are to attract capable females currently choosing alternatives, then changes to the curriculum content and teaching approach should also be considered.
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