In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

为了认识到合格申请人对化学职业的选择正在下降，我们调查了化学和化学教育职业选择中涉及的因素。本研究以社会认知理论（SCT）和社会认知职业理论（SCCT）为基础，研究了影响55位化学家，18位化学工程师和72位化学老师与化学相关的专业选择的个人，环境和行为因素。研究参与者还提出了鼓励学生在高中期间学习化学专业并从事与化学相关的职业的方法。结果表明，高中是未来职业选择的重要转折点。在任务导向和化学学习方面的自我效能感是选择化学职业的动力。我们还阐明了通过优质的教育计划来增强学生在化学相关职业中的选择的重要性。该研究的贡献在于检查SCCT中职业选择的所有三个方面。我们已经在化学中专门应用了此框架，但是已确定的因素可以应用于其他STEM域。实际上，我们为不同的利益相关者提供有关如何克服熟练化学专业人员短缺的建议。