Long-term effects of choice of major, social support, learning engagement on college students' interest in their major
- 公共事务－已发表论文 
本研究考察了大一至大三期间大学生社会支持(同伴关系、寻求教师帮助)和学业投入水平(批判性思维、时间和学习环境管理)的变化趋势及其对大三时专业兴趣; 水平的预测作用。633名大一学生(男生305名,女生328名)参加了为期3年的追踪调查。潜变量线性增长模型的分析结果显示,大学生入学时的专业选择; 意愿与所学专业的匹配度对专业兴趣水平有显著的预测作用。在控制专业选择的影响之后,批判性思维和时间与学习环境管理的斜率以及批判性思维在大一时的起始; 水平对专业兴趣有显著的积极影响;寻求教师帮助对专业兴趣有显著的即时影响,但长期影响不显著。Previous research suggested that about 40% of Chinese undergraduate; students report that the majors they are studying are not congruent with; their interest. To shed light on the underlying factors and processes; that shape college students' interest in their major, a longitudinal; study was conducted to investigate whether and how factors including; students' initial choice of major, academic engagement(i.e., critical; thinking, and time and study environment management) and social; support(i.e., peer relatedness and help-seeking from teachers) in the; first three years of college would shape students' interest in their; major in the third year of college. A total of 729 freshmen from a; comprehensive university with high academic reputation in southern China; participated in the study. 633(305 males and 328 females) of them(87%); continued to participate in the study in the second and third years of; college. The sample attrition rate for each year was about 8%. The main; reason for the sample attrition was that students were not available at; the time of data collection. Students from the same major program; completed questionnaires in a group at a specific time in their; classroom. Questionnaires were collected in the same procedure by the; same experimenter in December of each year. Latent Growth Modeling was; used to analyze data. It was found that students' critical thinking as; well as time and study environment management steadily decreased from; Year 1 to Year 3 while peer relatedness showed an increasing pattern; over the three years. It was also found that the students' initial; choice of their major and a higher level of critical thinking in the; first year positively predicted students' interest in their major in the; junior year. The slopes of both critical thinking and time and study; environment management from Year 1 to Year 3 also showed a positive; prediction to students' interest in their major. That is, students who; demonstrated a higher level of critical thinking or were better in time; and study environment management from Year 1 to Year 3 were more; interested in their major in the junior year. Help seeking from teachers; in the junior year also had a positive contribution to students'; interest in their major. In short, college students' initial choice of; major, critical thinking, time and study environment management, and; help seeking from teachers are critical for college students' interest; in their major. College students' deceasing critical thinking and time; and study environment management is worthy of attention for researchers; and educators in higher education institutes.