The Structural Relationships between Upward Counterfactual Thinking in Academic Majors, Academic Major Satisfaction, and Job-seeking Anxiety and University Students’ Happiness: Differences between Grade Levels

2018 ◽  
Vol 32 (3) ◽  
pp. 355-377
Author(s):  
Dain Kim ◽  
Doehee Ahn
Keyword(s):  
University Students ◽  
Counterfactual Thinking ◽  
Academic Major ◽  
Academic Majors ◽  
Major Satisfaction ◽  
Job Seeking ◽  
Grade Levels ◽  
Structural Relationships

The Relationship Between Values and Academic Major in a Sampled Chinese University Students in Hong Kong

2021 ◽  
pp. 002205742098870
Author(s):  
Shui-wai Wong
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Work Values ◽  
Academic Major ◽  
Partial Support ◽  
Academic Majors ◽  
Art Students ◽  
Convenience Sample ◽  
Chinese University ◽  
The Relationship

This study investigates the relationship between values and academic major in university students in Hong Kong. The study used a survey based on a convenience sample of 645 university students in Hong Kong who responded to a questionnaire comprising Schwartz’s Values Survey and Super’s Work Values Inventory. Comparison between several majors of study and their counterparts reveals that business, as well as humanities and art, students demonstrated general and work values in accordance with the literature. This gains partial support to the claim that there is a close connection between values and choice of academic majors.

scholarly journals A Study on Factors Affecting Learning Persistence Intension of University Students

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Youngmi Moon
Keyword(s):  
University Students ◽  
School Satisfaction ◽  
Learning Ability ◽  
Academic Major ◽  
Welfare Programs ◽  
Factors Affecting ◽  
Major Satisfaction ◽  
Learning Efficacy ◽  
Specific Factors ◽  
Basic Learning

This study suggests practical measures to colleges and universities in plight of declining number of students. We collected and inquired into specific factors that affect learning persistence. The result of analysis on those factors affecting learning persistence proposes learning efficacy, academic major satisfaction, and school satisfaction as statistically significant ones.The measures to maintain attending ratio and reduce dropouts rates based on the result above can be suggested as follows. First, the precondition is to select students with basic learning ability to follow major courses.Second, to maintain learning, it is more important than any others that the enrolled students are given in each school customized approaches to majors that have stress on correlation with individuals’ grades for satisfaction found in major courses and motivation to focus on learning by highlighting strong points of the majors.Last, it will be helpful to carry out image-making or public promotion activities that may encourage pride in their schools. To add, expansion of welfare programs or amenities for students are considered to help increase students’ will to keep learning.

Revisiting the Congruence–Satisfaction Relationship: The Role of External Forces

2017 ◽  
Vol 46 (3) ◽  
pp. 203-218
Author(s):  
Mingchen Fu ◽  
Li-Fang Zhang ◽  
Bing Li
Keyword(s):  
Social Relations ◽  
Academic Major ◽  
Academic Majors ◽  
Satisfaction Scale ◽  
Major Satisfaction ◽  
Vocational Setting ◽  
External Forces ◽  
Students Satisfaction ◽  
Satisfaction Relationship

The main objective of the present study was to explore the role of the forces in the context external to the setting of a specific vocational setting (i.e., an academic major in a university) in the congruence–satisfaction relationship. Four hundred and fifty-three Chinese university students responded to the Career Personality Styles Inventory, the revised Contextual Supports and Barriers Scale, and the Academic Major Satisfaction Scale. Results indicated that the congruence between individual vocational interests and their academic majors (for brevity, congruence) and two types of external forces (external barriers and support from social relations) were significant predictors of students’ satisfaction with their academic majors. In comparison, the predictive power of external forces for students’ satisfaction with their academic majors was far beyond that of congruence. Moreover, external barriers were a marginally significant moderator in the relationship between congruence and satisfaction. Implications and limitations of the findings are discussed.

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