Date of Award
Spring 5-2016
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Emily Bullock Yowell
Committee Chair Department
Psychology
Committee Member 2
Melanie Leuty
Committee Member 2 Department
Psychology
Committee Member 3
Bonnie Nicholson
Committee Member 3 Department
Psychology
Abstract
Using Holland’s theory, the author examined moderators that may influence students’ academic success and satisfaction while accounting for cognitive influence. Data from 233 undergraduate students was analyzed using a series of hierarchical multiple regressions. The study sought to determine if student employment and the level of interest profile elevation were significant moderators of the relationship between congruence with college major and academic major satisfaction, as well as academic major success. Uniquely, academic major success was determined through GPA and a 10-subscale self-report measure. Cognitive influences were operationalized as positive and negative thinking and accounted for in all analyses. Correlation results suggested that student employment has a negative relationship with academic success as measured by GPA. No study hypotheses were supported but regression analyses did reveal significant impact of cognitive influences on both academic major satisfaction and academic major success in both research questions. Based on these findings, clinicians are encouraged to aid students in strategically planning the relationship between required work and educational responsibilities.
ORCID ID
0000-0003-3005-6702
Copyright
2016, Erica L. Mathis
Recommended Citation
Mathis, Erica L., "Congruence with College Major in Light of Cognitive Influence and Work Roles" (2016). Master's Theses. 166.
https://aquila.usm.edu/masters_theses/166