Abstract
ABSTRACT The process of choosing a study in higher education has been suggested to impact academic success. This longitudinal study investigated how career exploration profiles (i.e., highly active, moderately active, passive explorers), amount of acquired information about higher education, and study choice commitment in the final year of secondary school interrelate to explain academic success in the first year of higher education (n = 5,358). Differences in relationships across academic and professional bachelor programs were also tested. Structural equation modeling (SEM) revealed that the exploration profiles significantly predicted amount of information and commitment. Moderately active and highly active explorers displayed higher levels of commitment and information about higher education than passive explorers. Amount of information had a positive direct effect on academic success. Also, an indirect effect of the exploration profiles on academic success through amount of information was observed. Multiple-group SEM analysis revealed no differences in the structural paths between academic and professional bachelor programs, indicating the generalizability of the model across program types. This study yielded valuable insights into the relationship between the study choice process and academic success in a large and diverse sample of students, with a meaningful role of the amount of information about higher education.
Published Version
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