The Asia Pacific Scholar, Vol. 5 No. 1 / January 2020 25 Copyright © 2020 TAPS. All rights reserved. ORIGINAL ARTICLE Published online: 7 January, TAPS 2020, 5(1), 25-45 DOI: https://doi.org/10.29060/TAPS.2020-5-1/OA2073 Understanding factors that motivate research performance and career longevity of science, technology, engineering and mathematics postgraduates Margaret Tan 1 , Jonathan S. Herberg 1 , Celestial Yap 2,3 , Dujeepa D. Samarasekera 4 & Zhi Xiong Chen 2,3,4,5,6 1 Institute of High Performance Computing, Agency for Science, Technology and Research (A*STAR), Singapore; 2 Department of Physiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; 3 National University Cancer Institute, National University Health System, Singapore; 4 Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore; 5 KK Women’s and Children’s Hospital, Singapore; 6 Office of Student Affairs, National University of Singapore Abstract Given the high investments in training and mentoring graduates who have chosen the research career path, and considering a high attrition of these graduates moving on to non-research type of careers, it is important to understand the factors that motivate young scientists to stay on the job as they could make important contributions to a better world with their scientific endeavours. It is in this context that we conducted an exploratory study to understand the factors that may drive the scientists’ performance as well as their expectations to remain in the research career paths. We found evidence for an indirect link (through research commitment) between need-for-cognition and career performance as well as evidence of an effect of research commitment on the anticipated research career length. There was also evidence that continuance commitment (but not other extrinsic factors) affects anticipated research career length, and that organisational support is linked to perceived research performance. Implications of our findings for student selection and graduate mentoring are discussed. Keywords: Research Career Path, Scientist’s Motivation, Graduate Mentoring, Intrinsic and Extrinsic Motivations I. INTRODUCTION Building a scientist’s expert domain knowledge is a long- term investment. Many years of education guidance and training are required to nurture each scientist to be competent in the field of expertise. Although the bachelor’s degree is often the stepping-stone in building a Science, Technology, Engineering and Mathematics (STEM) career, more advanced skills and specialised know-how developed during Masters and PhD programs are often required in order for a scientist to progress. Beyond PhD studies, a researcher aspiring to be independent requires further exposure to the scientific environment through postdoctoral fellowships. During this period, supervisors play an important role in the education and training of these young scientists, guiding, mentoring and nurturing them to be innovative in developing research that is of relevance to the world. In addition to research experience, the scientist needs Practice Highlights  Research commitment and organisational support are predictors of perceived research performance.  Research commitment and continuance commitment are predictors of anticipated research career length.  Develop intellectually stimulating curriculum and work tasks to promote research motivation and innovations.  Develop holistic curriculum to include knowledge management and domain expertise in graduate education.  Encourage STEM employers to create more attractive careers and conducive workplace culture and conditions.