Academic Choices Research Articles

Impact of personality traits and personal values on curriculum choice of young adults

In the present study, an attempt was made to investigate the role of personality and personal values in the curriculum choice. Four hundred students (200 males and 200 females) ranging in age between 18- and 25-years-old participated in the study. Eysenck Personality Questionnaire – Revised (EPQ-R) and The Aspiration Index (AI) were used to measure the personality traits and personal values respectively. Regression analyses indicate that individuals scoring high on extraversion and having high intrinsic value orientation (Importance) are more likely to choose arts/humanities (A/H) academic discipline. While individuals with high scores on psychoticism, neuroticism and having extrinsic value orientation (Importance) tend to opt for business/technical (B/T) academic stream. Findings are explained in terms of the Self-determination theory and the changing choices leading to the possible shift in the value system. Gender differences in personality and values; and their impact on academic choice have also been studied. Extraversion plays the strongest role in the choice of A/H academic choice irrespective of gender. Females are guided by intrinsic values while choosing A/H streams while males are influenced by extrinsic values while opting for B/T streams.

The role of feedback in young people’s academic choices

ABSTRACTWomen are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls’ and boys’ choices to study a specific science subject, engineering. British participants aged 13 (N = 479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.

The Quantitative Reasoning for College Science (QuaRCS) Assessment 2: Demographic, Academic and Attitudinal Variables as Predictors of Quantitative Ability

In this article, we explore the ability of demographic and attitudinal variables to predict student scores on the Quantitative Reasoning for College Science (QuaRCS) Assessment. Variables measured by the assessment include: students' academic choices and plans, attitudes and perceptions regarding mathematics, self-reported effort level, and basic demographics such as age, race/ethnicity, gender and disability status. As in previously published numeracy studies, we find significant score deviations according to gender, race/ethnicity, and disability status; however, the effect size of these correlations pale in comparison to the effect size of affective/attitudinal variables on QuaRCS score. A large number of variables with significant effects on QuaRCS score make the data well-suited to dimension reduction, and Factor Analyses reveal that a majority of affective variables can be collapsed into three underlying factors, which we call numerical self-efficacy, numerical relevancy and academic maturity. These three composite variables alone account for 32.4% of the variance in QuaRCS score. Two additional affective variables - self-reported effort and calculator usage – add 15.9% to the regression model. Together, these five variables account for nearly half of the variance in QuaRCS score. In contrast, academic and basic demographic variables, account for only 0.3% and 0.1% of the remainder, respectively. Furthermore, most demographic variables (including race and gender) do not have a significant effect on the regression model once affective variables have been accounted for.

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

Expectativas de las familias del alumnado de formación profesional acerca de su futuro laboral

Este artículo es el resultado parcial de un estudio cualitativo centrado en la exploración de las expectativas que tienen las familias de alumnado de formación profesional de grado medio acerca del futuro laboral de aquél. Hasta hace poco se asumía que cursar este tipo de estudios era la mejor vía para acceder rápidamente a un empleo. Sin embargo, la crisis económica actual parece estar tambaleando esta creencia. La formación profesional ya no parece asegurar una adecuada incorporación al mercado laboral. Esta premisa ha guiado nuestra aproximación, mediante entrevistas, a familias del sur de España cuyos hijos e hijas cursan formación profesional. El análisis de contenido revela que las familias están satisfechas con los estudios que están realizando, pero preocupadas acerca de su futuro laboral. Critican las políticas actuales y se muestran reticentes a que sus hijos e hijas tengan que emigrar a otros países para acceder a un empleo en condiciones dignas.

Goal Striving in Adolescents With and Without Emotional and Behavioral Disturbances Attending Different School Types

Abstract. Adolescents with emotional and behavioral disturbances (EBD) and adolescents attending special schools often show poor academic competence and problems with making career choices. In this context, the processes of goal-striving have not been assessed systematically even though they are related to success and failure in goal attainment ( Heckhausen, Wrosch, & Schulz, 2010 ). Thus, the present longitudinal study compared the levels of domain-specific goal engagement (actively pursuing a goal) and goal disengagement (i. e., postponing goals) and the effects of goal engagement on the attainment of academic competence and career choice of adolescents with and without EBD attending regular versus special schools. Adolescents with EBD reported lower levels of goal engagement and higher levels of goal postponement than adolescents without EBD. For all groups of adolescents, goal engagement at the first measurement predicted stronger progress in the perceived attainment of academic competence at the 1-year follow-up. Conclusions are drawn on how to promote the successful development of students with EBD from regular or special schools.

Factors Affecting Academic Track Choice and Satisfaction of High School Students

Factors Affecting Academic Track Choice and Satisfaction of High School Students

Majoring in Information Systems

The importance of role models on individuals’ academic and career development and success has been widely acknowledged in the literature. The purpose of this study was to understand the influence of role models on students’ decisions to major in information systems (IS). Utilizing a model derived from the social cognitive career theory, we examined how and why role models influence students’ interest in and choice of a major in the IS discipline. Our findings indicate that role models do not have a direct effect on students’ aspirations to major in IS. However, we found that the effects of role models on students’ academic choices are channeled indirectly through self-efficacy, outcome expectations, and interest factors. Association with role models increases students’ confidence in their abilities to perform well as an IS major and raises their expectancies about the valued rewards that will be received by majoring in IS. Role models also increase students’ interest in IS majors and careers, which in turn promotes students’ aspirations to pursue the IS major.

Academic choices and motivation: Diverse groups in Israel

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.

Student Loan Information Provision and Academic Choices

We examine the effect of a student loan information intervention on changes in college major using administrative data from the Montana University System from 2002-2014. Our difference-in-difference-in-differences strategy exploits the relative trends for students at Montana State University above and below the cutoff for receiving a warning letter about their student debt, compared to their counterparts at the University of Montana. We find that students who receive information suggesting they may be unlikely to be able to repay their loans are more likely to switch to higher earning majors, with higher academic performers most likely to choose STEM fields.

Comparing pre- and post-perceptions of studying abroad: an Italy programme case study

This study examines students’ decisions to study abroad, the value they place on the experience and expected future influences on personal, academic, and career choices. The research focused on past experience and expectations, as well as challenges that are faced when studying abroad. The questions covered Italian culture knowledge, host institution expectations, travel experience, and trip issues. The study contributions include adding to the current literature on intercultural student tourist activities in a foreign country, identifying intra- and interpersonal authenticity among students’ pre- and post-trip perceptions, explore host/tourist relationships, and confirm positive elements that experiential education offers.

Voluntary community service in medical school: A qualitative study on student leaders’ motivations, experiences, and outcomes

Background: Participation in community service within underprivileged communities among medical students is associated with numerous positive outcomes, such as promoting empathy, enhancing leadership qualities, and fostering civic and social responsibility. We conducted a qualitative study to understand the experiences, motivations and student-reported outcomes on personal growth, when medical students in a developed Asian country participate in local and overseas community services.Methods: We recruited medical students from Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore, who were leaders of a community service project organized in medical school. Twelve one-to-one interviews were held for the participants from 6 to 8 January 2013. Interviews were audio-recorded and transcribed into free-flow text. Thematic analysis was performed independently by three researchers.Results: Motivations to participate in community service include past-positive community service experience and present motivations such as compassion, self-discovery etc. Students reported higher empathy levels, improved communication, organization, decision-making, interpersonal, and leadership skills. The degree of influence on academic work and residency choice were varied.Conclusion: Community service in medical school enriches medical students by bringing about improved self-reported outcomes, leadership skills, and interpersonal skills. It has some bearing on residency choice and academic work.

Role of the plurality rule in multiple choices

People are often challenged to select one among several alternatives. This situation is present not only in decisions about complex issues, e.g. political or academic choices, but also about trivial ones, such as in daily purchases at a supermarket. We tackle this scenario by means of the tools of statistical mechanics. Following this approach, we introduce and analyse a model of opinion dynamics, using a Potts-like state variable to represent the multiple choices, including the ‘undecided state’, which represents the individuals who do not make a choice. We investigate the dynamics over Erdös–Rényi and Barabási–Albert networks, two paradigmatic classes with the small-world property, and we show the impact of the type of network on the opinion dynamics. Depending on the number of available options q and on the degree distribution of the network of contacts, different final steady states are accessible: from a wide distribution of choices to a state where a given option largely dominates. The abrupt transition between them is consistent with the sudden viral dominance of a given option over many similar ones. Moreover, the probability distributions produced by the model are validated by real data. Finally, we show that the model also contemplates the real situation of overchoice, where a large number of similar alternatives makes the choice process harder and indecision prevail.

Body Weight and Gender: Academic Choice and Performance

This study examines the relationship between body weight and academic choice and performance, focusing on gender differences and using survey data from students at the University of Salerno in Italy.Our findings indicate a significant negative relationship between body weight and academic performance,particularly for female students.In our examination of BMI and field of study (i.e.,science vs.the humanities),our results indicate that overweight/obese females are less likely than those of average weight to pursue scientific studies, and hence, more remunerative careers.The asymmetry of the findings between males and females suggests that during late adolescence physicality plays different roles according to gender.

More value through greater differentiation: Gender differences in value beliefs about math.

Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to differences in the operationalization of the value construct. To this end, we examined if subfacets of the 4 value components could be established empirically and if gender differences could be found on these facets. A total of 1,868 9th-grade students completed a set of 37 items assessing their value beliefs in mathematics. Confirmatory factor analyses supported the conceptual differentiation of value beliefs into a total of 11 value facets. Whereas the factor structure was invariant across gender, there were considerable differences in mean levels favoring boys on some but not all value facets. These gender differences depended not only on the value component but also on the specific facet under consideration. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Epidemiology and statistics at the Nordic School of Public Health: Teaching and research 1979-2014.

The Nordic School of Public Health (NHV) was jointly founded in 1953 by the Nordic countries. Until 1979, the school provided ad hoc courses on public health topics, using external teachers drawn mainly from the Nordic countries. At the time, the permanent staff of the school was small. In 1979, it began a Master's degree programme and a few academic positions were established and filled, to support these courses. The programme included four main areas: Epidemiology, Social Medicine, Environmental Health and Health Services Administration. Epidemiology was compulsory in all Master of Public Health (MPH) exams, but there were a handful of optional courses that could be substituted for the other subjects.This paper tells the story of Epidemiology at NHV from about 1980, up until closure of the school in 2014. The original MPH model ran until 1995. Nursing Science entered NHV from about 1985 and worked mainly with qualitative research that often focused on individual patients. The new methods attracted nurses, midwives, psychologists and other groups that previously had been less represented in NHV. Being quantitative and population oriented, Epidemiology lost its unique position as a mandatory subject for the MPH examination. In addition the 'New Public Health' proposed by the World Health Organisation (WHO) that advocated health promotion and the philosophy of salutogenesis became a challenge for the programme in epidemiology: pathogenesis no longer was of primary interest. From 1995, the MPH format changed repeatedly and a DrPH programme was begun. For the last 8 years of its existence, NHV offered a reasonably comprehensive, basic course in Epidemiology.Throughout the years, epidemiology training and research at NHV were very traditional. In being a relatively free institution in terms of academic choices, NHV should have contributed to the development and innovation of epidemiology in public health. For several reasons, this did not happen.

Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: a mirror effect

The aim of the present study was to test whether the content of a gender stereotype concerning general academic achievement matched the characteristics deemed to predict success in the fields of higher education dominated by women and men respectively. A sample of 207 undergraduate students rated the extent to which characteristics ascribed to successful female students (compliance) and characteristics ascribed to successful male students (assertiveness, intelligence and effort) were predictive of achievement in various fields of higher education, including female (the humanities at the university, paramedical school and advanced literature curriculum) and male dominated majors (science and technology at the university, engineering school and advanced science curriculum). As expected, participants rated compliance as more predictive of success in the female-dominated fields of higher education, while they considered assertiveness, effort and intelligence as more predictive of success in the male-dominated fields of higher education. Implications of this finding for academic choices and gender system maintenance are discussed.

Educational Choices and Outcomes of Young People Who Stammer in the UK

It has been widely reported in the literature that the act of stammering can have an adverse effect on a person's educational performance, with a number of researchers suggesting that children who stammer under achieve at school. However there is limited empirical data indicating whether there is a difference in educational achievement between young people who stammer and their peers in the current UK education system. AimsTo examine the educational choices and performance of young people who stammer who are either still in education or have recently completed their education.To compare the educational attainment of young people who stammer with national attainment levels in England.To investigate if having a stammer influences decisions about subject choices.Thirty young people aged 15- 25 years old who self-reported stammering were recruited via schools, the British Stammering Association, and the National Health Service. Participants completed a questionnaire, comprising closed and open ended questions, which concerned demographic information, speech details, their subject choices, qualifications studied and factors influencing their educational choices. Their educational attainment was compared with statistics reporting pupils’ educational achievement in England from the Department for Education. Participants’ attainment of 5+ GCSE grades A*- C and 5+ GCSE grades A*-C, including English and Maths was found to be comparable with the results for pupils in England. Similarly, the over all percentage of participants achieving at least 2 A levels grades A*-E (or equivalent) was equal to the average for pupils in England. Out of 24 participants aged 18 years and over, almost one-third achieved an undergraduate degree (level 4 qualification) which is above the average for young people in England and Wales. A vast range of subjects were studied or were currently being studied at A level or equivalent. The most popular subject choice for A level was English (24%) followed by Information Technology (20%). Almost one-quarter of participants reported disliking subjects, involving an oral content. The majority of participants stated that their selection of subjects was guided by what they found enjoyable and interesting, but two-thirds of participants’ reported their choice was influenced by their speech difficulty. One half of the participants described receiving some support with their academic choices with just one-third of these participants receiving guidance from teachers or careers advisers. The findings of this study suggest that the educational achievement of young people who stammer is comparable to pupils in England but this study is not able to draw firm conclusions from the data due to the small sample size. The majority of participants acknowledged that stammering influenced their choice of subjects studied. A second phase to this study, involving interviews with selected participants from phase one, is focusing on a more detailed exploration of the relationship between stammering and their educational experiences.

Implementing Academic Choice: A Self-Study in Evolving Pedagogy

The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work samples, focal student observations, structured interviews, and research journal entries containing my own reflections as well as notes on consultations with critical friends. These data were analyzed inductively by connecting observations and patterns from across these sources. Findings indicated that providing a choice in content allowed struggling students to self-differentiate, that one-on-one interactions were essential to understanding a student's choice and work process, and that advanced students needed support to challenge themselves. Furthermore, I found that developmental stage, time allotted for working, and social construction of knowledge were important factors to consider in structuring these working sessions.

Study Abroad and Second Language Socialization

The purpose of the study was to investigate college Arabic students’ perceptions of their experience during a short-term summer study abroad program to Jordan. In particular, the study sought to examine how study abroad affected the participants’ academic and career choices as well as how they perceived their second language socialization and its influence on their competence in Arabic. Results revealed that the short term SA contributed to students’ perceptions of gains in their linguistic and cultural skills as well as to their openness to the world and to other cultures. The experience also contributed to students’ decisions to apply for SA scholarships, and to choose areas related to Arabic language in their future studies and careers. Learners experienced a sense of empowerment and satisfaction at their ability to steer their learning and flourished when they could make their own choices in a supportive setting.