Factors Influencing Major Selection by College/university Students

Introduction

Choosing a major is a critical decision in an individual's life as it impacts their academic progression, success or failure, satisfaction or disappointment, and determines job opportunities, financial return, and economic well-being. According to Beggs et al. (2008), a "great" major choice is one that best helps a student achieve their educational and post-training goals. They emphasize the importance of aligning students' abilities and interests with the skills required for their chosen major.

Factors Influencing Major Selection by College/University Students

Researchers from various fields have shown interest in the selection of college majors. Their experimental methodologies and emphases on particular academic fields differ (Beggs, Bantham, & Taylor, 2008; Walstrom et al., 2008). Across these methodologies, numerous factors have been identified that influence students' major choices (Noel, Michaels, & Levas, 2003; Ko et al., 2007; Williams & Waldauer, 2001). These factors include work, family, peers, media, academic advisors, and area of study. Previous studies (e.g., Malgwi et al., 2005; DeMarie & Young, 2003; Pearson & Dellman, 1997; Lowe & Simons, 1997) examined various components that play a fundamental role in the selection of a business major. These components include career choice, interest in the area, enjoyment of learning, teachers, siblings, friends, media, and future income.

Kim et al. (2002) reported that business students prioritize interest in the field over financial pay and job opportunities when choosing a major. Against this backdrop, this study aims to examine the impact of individual factors (i.e., media, parents, teachers, friends) and future employment factors (i.e., future income, career alternatives, occupational prestige, and type of work) on the choice of a business major. Academic advisors are acutely aware of the importance of choosing an academic major, as they often encounter students who are somewhere along a decision-making continuum from initial major and career exploration to final decision. Students' undergraduate majors are significantly associated with job stability and job satisfaction (U.S. Department of Education, 2001), and the academic major has a substantial impact on career opportunities and salaries (Pascarella & Terenzini, 1991).

The Role of Family and Parental Influence

Family has always been considered a critical factor in social development (Bandura, 1977). College freshmen often remain psychologically dependent on their parents. According to identity theory (Marcia, 1966; Petitpas, 1978), undergraduates' commitments are often given or passed on by their parents during the identity foreclosure stage. Thus, the support and recommendations of one's parents are crucial in their choice of major (Chung, Loeb, & Gonzo, 1996; Newell, Titus, & West, 1996).

In contrast to the above theory, Almandil & Alkhathlan (1990) and Adosary & Assaf (1996) argued that parental influence is not a confirmed critical factor in major selection. However, Al-Rfou (2013) found that parents do influence the selection of college majors, alongside the influence of siblings and friends. A related study of Malaysian secondary school students reveals that parents, mothers in particular, are more influential in career choice than peer influence (Hashim & Embong, 2015).

The Influence of Teachers and Academic Advisors

In students' eyes, their teachers are more experienced regarding college majors and have more insights about occupations. Teacher influence has been shown to be widespread among American accounting students (Violette & Chene, 2012). John-Charles & Walstrom (2000) found that teacher impact on major selection is stronger than other factors. Kumar & Kumar (2013) suggest that while such influence may not be overwhelmingly strong, it does have an effect on students' major selection.

Employment Characteristics and Economic Considerations

Employment characteristics, such as job availability, the social image of an occupation, and earning potential, are always concerns for students when selecting their majors. Following the logic of expectancy theory (Vroom, 1964), many researchers predict that students' occupational preferences and choices are based on their assessment of the attractiveness of different career-related outcomes and the ability of various professions to provide those outcomes. The most commonly desired outcome, financial rewards, significantly predicts major selection in numerous studies (Lowe, Simons, & Stout, 2003).

Conclusion

Students' immediate goal is to complete their studies, graduate, and earn a degree. Therefore, understanding their own academic abilities plays a role in their choice of major. Students are likely to choose majors they believe they can successfully complete. Bagudo & Salawu (2008) report a strong positive relationship between students' self-confidence and their career/major choice decisions. Bergeron & Romano (1994) also demonstrated that students' perceptions of their abilities and their feelings of self-efficacy appear to play a role in major selection.