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This study explored the role of decision-making orientation and post-decision thinking in one's satisfaction with their choice of college major, as well as their motivation for tasks related to their major, perceptions of competence in major coursework, and their academic performance. Three hundred and seventy-eight college students in their junior or senior year completed a survey assessing the above variables. Results suggested that a maximizing decision-making orientation positively related to students' tendency to engage in upward counterfactual thinking or evaluative thoughts toward the favorable outcomes of an alternative decision. Upward counterfactual thinking, in turn, negatively related to students' satisfaction, value for coursework, perceived competence, and autonomous regulation within their major, as well as their overall grade point average, controlling for major college. The implications of these findings are discussed.

To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.

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