Why I am a Psychology Major: An Empirical Analysis of Student Motivations

Abstract

The underlying architecture of the decision to pursue a degree in psychology was quantified using the Method of Sorting technique to identifying the critical issues neces- sary to make this choice. Multidimentsional scaling procedures were employed to construct a three-dimensional map representing the relationships between reasons for selecting psychol- ogy as a major. Freshman and senior psychology majors (N = 165) from a regional uni- versity and a large research-based institution rated the relative importance of items in their decision-making process. Hierarchical clustering procedures revealed seven different groups of students. Although significant differences associated with class standing were not found, institutional affiliation did influence cluster composition. Reflecting local emphases, students at the regional institution had a greater interest in Counseling Psychology, whereas those at the research-based school focused on Clinical Psychology. This semantic map and the asso- ciated item clusters arising from psychology student data provides an empirical basis for, amongst other things, course selection, faculty-initiated program design or revision, strate- gic niche marketing, and student retention.