1. “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) Higher Educational system in Flanders 1.Professional higher education colleges (48%) 2.Academic higher education colleges (13%) 3.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%) Higher Educational system in Flanders 1.Professional higher education colleges (48%) 2.Academic higher education colleges (13%) 3.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%) Objectives 1.In-depth exploration of determinants of the choice of a university major 2.Gain insight in the factors associated with success/failure at the end of the first year at university 3.Description of the educational career trajectory chosen after failing the first year Objectives 1.In-depth exploration of determinants of the choice of a university major 2.Gain insight in the factors associated with success/failure at the end of the first year at university 3.Description of the educational career trajectory chosen after failing the first year 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) 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) 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) 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) Cultural Milieu 1.Gender role stereotypes 2.Cultural stereotypes 3.Family demographics Cultural Milieu 1.Gender role stereotypes 2.Cultural stereotypes 3.Family demographics Socializers Beliefs Stable child characteristics 1.Aptitudes child & sibs 2.Gender 3.Birth order Stable child characteristics 1.Aptitudes child & sibs 2.Gender 3.Birth order Achievement related experiences Goals and general Self-Schemas 1.Personal and social self- schemas 2.Short and long term goals 3.Self-concept of abilities Goals and general Self-Schemas 1.Personal and social self- schemas 2.Short and long term goals 3.Self-concept of abilities Subjective task value 1.Interest-enjoyment 2.Attainment value 3.Utility value 4.Relative cost Subjective task value 1.Interest-enjoyment 2.Attainment value 3.Utility value 4.Relative cost Expectation of success Choice