Making a "major" real-life decision: College students choosing an academic major.

Abstract

College students were surveyed in their 1st year and again 1 year later about their decision regarding which major to declare. They listed criteria and alternatives under consideration, rated the importance of each, and gave overall impressions of each alternative. They also rated their affective responses to the decision-making process. Students listed approximately 7 criteria and 4 alternatives during their 1st year and approximately 7 criteria and 3 alternatives during their 2nd year. Only about half of the criteria and alternatives originally listed appeared the second time. Students' overall impressions correlated with predictions of linear models of decision making. However, confidence and comfort with the decision-making process were not correlated with measures of rational decision making, suggesting that students may have maladaptive expectations about what effective real-life decision making should be.I gratefully acknowledge the assistance of Kathryn Ainsworth, Beth Lavin, and Karen Jacobs in the data collection and analysis

Impacting Student Perceptions about Careers in Information Systems

“…In college, students tend to study subjects that interest them (Galotti, 1999). Previous studies have found that personal interest serves as primary driver in choosing an IT major (Akbulut & Looney, 2009;Walstrom et al, 2008).…”

Academic Advising and Maintaining Major: Is There a Relation?

“…The researchers' review of the literature suggests three categories of factors which lead to major selection decision: Sources of information and influence (Anonymous, 2011;Beggs et al, 2008;Dietz, 2010;García-Aracil et al, 2007;Pampaloni, 2010;Scott-Clayton, 2011;Simoes & Soares, 2010;John, 2000;Zafar, 2013), job characteristics (Arcidiacono et al, 2010;Bartolj & Polanec, 2012;Beffy et al, 2012;Beggs et al, 2008;Carnevale & Melton, 2011;Keshishian et al, 2010;Malgwi et al, 2005;Simpson, 2003;Song & Glick, 2004;Wilcoxson & Wynder, 2010;Zafar, 2011), and fit and interest in the subject (Arcidiacono et al, 2010;Bartolj & Polanec, 2012;Beggs et al, 2008;DeMarie & Aloise-Young, 2003;Dietz, 2010;Galotti, 1999;Keshishian et al, 2010;Malgwi et al, 2005;Scott-Clayton, 2011;Vila et al, 2007;Wilcoxson & Wynder, 2010;Wiswall & Zafar, 2011;Zafar, 2013).…”

Using AHP Method for Educational and Vocational Guidance

“…Several studies have examined the demographic factors and personal which may influence the choice of professional and educational guidance. Among the personal factors, the level of general ability (10), culture or cultural status (11), values and principles (12), self-esteem (13) selfefficacy (14), interests (14), personality [15] are decisive factors in the choice of the vocational and educational guidance of pupils. Among the demographic factors , the work of the parent (16), the level of study of the parents (17), ethnic origins (11), as well as the socioeconomic status, gender, and age of the student (10).…”