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ERIC Number: ED513245
Record Type: Non-Journal
Publication Date: 2009
Pages: 127
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1092-7795-1
ISSN: N/A
The Effect of Self-Efficacy and Psychosocial Development on the Factors that Influence Major Changing Behavior
Cunningham, Karen
ProQuest LLC, Ed.D. Dissertation, University of Northern Iowa
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa