Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Keywords
University of Northern Iowa--Students--Psychology; College majors--Iowa--Cedar Falls; Self-efficacy;
Abstract
This quantitative research study sought to determine the factors that distinguish those students who are classified as “major-changers” from those who are classified as “relatively stable” (never changing their initial major or changing only once or twice). Participants of this study were full-time undergraduate students attending the University of Northern Iowa. The following variables were measured as possible factors influencing major-changing behavior: (a) level of psychosocial development, (b) level of self-efficacy, and (c) level of parental education. The Life-Skills Inventory–College Form (LSDI-CF) was used to measure students' level of psychosocial development and the General Self-efficacy Scale (GSES) was used to measure students' level of self-efficacy. Four main research questions framed this study: (a) which factors distinguish those students who change their major multiple times from those who remain relatively stable? (b) how does perceived level of self-efficacy influence a person's ability to make decisions? (c) how does a person's psychosocial development affect their ability to make decisions? and, (d) is there a relationship between parental education and major-changing behavior?
Several statistically significant differences between major-changers and relatively stable students were found. Major-changers reported a lower level of self-efficacy than relatively stable students, and those students classified as “relatively stable” were found to have a higher level of self-perception on the Problem-Solving/Decision-Making Subscale on the Life-Skills Development Inventory than those students classified as major-changers. There were no significant differences found between major-changers and relatively stable students on level of parental education.
Year of Submission
2009
Degree Name
Doctor of Education
Department
Department of Educational Leadership, Counseling, and Postsecondary Education
First Advisor
Michael Waggoner, Committee Chair
Date Original
5-2009
Object Description
1 PDF file (vii, 115 pages)
Copyright
©2009 Karen Cunningham
Language
en
File Format
application/pdf
Recommended Citation
Cunningham, Karen, "The effect of self-efficacy and psychosocial development on the factors that influence major changing behavior" (2009). Dissertations and Theses @ UNI. 674.
https://scholarworks.uni.edu/etd/674
