“I choose so I am” A logistic analysis of major choice and success in the first year of university

Maarten Pinxten, University of Leuven

Theoretical Framework: Eccles et al. model of achievement related choice (2005)

Higher Educational system in Flanders1.Professional higher education colleges (48%)2.Academic higher education colleges (13%)3.Universities (39%)

University Entry in Flanders4 publically funded universities with low entrance fee (+/- € 600 per academic year) No central examination system Except for entering medicine

Sample present study2284 students who opted for a university majorMajors clustered in 8 categories (with % male) a.Civil and Industrial Engineering (74.6%)

b. Economics (52.2%)c. Medicine and Life Sciences (32.6%)d.Psychology and Educational Sciences (25.5%)e.Law and Criminology (42.5%)f. Sciences (62.7%)g. Social and Political Sciences (43%)h. Literature/History/Arts (35.7%)

Objectives1.In-depth exploration of determinants of the choice of a university major2.Gain insight in the factors associated with success/failure at the end of the first year at university3.Description of the educational career trajectory chosen after failing the first year

Methodology Multinomial/Binary logistic regression Literature/History/Arts is chosen reference category Overall missing data percentage 11% Missing data: Multiple Imputation (m=5) Gender, occupational interests (technics, sciences,

humanities, business & literature), prior subject uptake (languages, math, sciences & economics), SES, academic self-concept, math & Dutch achievement and future aspirations (salary, career growth)

Results (Major Choice) Prior subject uptake and interest are primal predictors

of the type of major chosen Effect of gender on type of major chosen is mediated

through different interest patterns between boys and girls

Persuasive pattern between interests and type of major chosen

No effect of SES or academic self-concept Confirmation of the complex jigsaw metaphor

Results (Success/Failure) High achievement and more math and/or Latin-Greek

chosen in secondary school are important buffers against failure

High SES and high academic self-concept are positively related with success in the first year

Approximately 50% of the failed students repeated the same major

30% of the failed students chose a major in another professional field (university or professional/ academic college)

Cultural Milieu1. Gender role

stereotypes2. Cultural stereotypes3. Family demographics

Socializers Beliefs

Stable child characteristics

1. Aptitudes child & sibs2. Gender3. Birth order

Achievement related experiences

Goals and general Self-Schemas

1. Personal and social self-schemas

2. Short and long term goals

3. Self-concept of abilities

Subjective task value1. Interest-enjoyment2. Attainment value3. Utility value4. Relative cost

Expectation of success

Choice