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


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“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). Objectives

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

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Theoretical framework eccles et al model of achievement related choice 2005

“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)


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