Nicky de Vries , Martijn Meeter , Brenda R.J. Jansen , Mariëtte Huizinga
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Abstract
Career development theory identifies two crucial tasks for study choices: self- and environmental exploration and finding a bachelor's program that fits students' characteristics. This study aimed to unravel the intricate relationships between students' study choice process, fit with their bachelor's program, and subsequent academic success. 1965 prospective university students completed questionnaires prior to the start of their bachelor's program. Latent profile analysis identified three study choice profiles: achievement/foreclosure, troubled diffusion, and undifferentiated. Our findings partially supported our hypotheses, indicating that these profiles were connected to satisfaction, which was mediated by students' perceived fit. The model demonstrated moderate relationships between objective fit and both academic achievement and persistence, controlling for high school GPA. The models remained impartial regarding first-generation status, but revealed differences in gender. This study underscores the importance of exploration and commitment-making to ensure better perceived fit and highlights the role of objective fit in ensuring academic success.
Educational relevance & implications
Selecting the right higher education program can be a complicated task, often resulting in dropout rates due to students making incorrect choices. This study emphasises the importance of thorough exploration and commitment making in the decision-making process, as it correlates with a better program fit and higher satisfaction. A strong match between students' interests and the program was associated with higher achievement and persistence. These associations varied between male and female students, but did not differ between first- and continuing-generation students. This research highlights the need to provide tailored support to students during their study choice process, potentially benefiting both secondary and higher education by enhancing study orientation and career education.
期刊介绍：
Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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