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

1. “I chooseso I am” A logisticanalysis of major choice and success in the firstyear of universityMaarten Pinxten, University of Leuven Theoretical Framework: Eccles et al. model of achievement related choice (2005) • Objectives • In-depth exploration of determinants of the choice of a university major • Gain insight in the factors associated with success/failure at the end of the first year at university • Description of the educational career trajectory chosen after failing the first year • Cultural Milieu • Gender role stereotypes • Cultural stereotypes • Family demographics • Goals and general Self-Schemas • Personal and social self-schemas • Short and long term goals • Self-concept of abilities • Expectation of success • Socializers Beliefs • Choice • Stable child characteristics • Aptitudes child & sibs • Gender • Birth order • 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) • Subjective task value • Interest-enjoyment • Attainment value • Utility value • Relative cost • Achievement related experiences • Higher Educational system in Flanders • Professional higher education colleges (48%) • Academic higher education colleges (13%) • Universities (39%) • University Entry in Flanders • 4 publically funded universities with low entrance fee (+/- € 600 per academic year) • No central examination system • Except for entering medicine • Sample present study • 2284 students who opted for a university major • Majors 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%) • 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)