Since students have multiple interests, flexible study programmes are becoming more widespread.  However, diverging interests might lead to internal conflicts for students. To prevent students from procrastinating their study choices or making unconsidered study choices because of these internal conflicts, higher education must better understand effective guidance in choice processes. 

Background information

Flexible and broad educational programmes are increasingly popular in higher education. Within these learning pathways, students have more freedom to design their educational path according to their own interests, societal questions and demands. An example of a flexible programme is the Liberal Arts & Sciences programme of University Colleges Utrecht (UCU). Research shows that choices based on interests are more durable and committed. However, students have multiple diverging interests that might lead to internal conflicts, especially when the support of these interests in students’ social networks is different.

Project description

Therefore, more research into the interest profiles of UCU students is needed, including their choice processes and the role of their social network in these choices. This pilot study investigated the interest profiles of 150 first year UCU students in relation to their social network, and how their interest profiles related to study choices, study successes and satisfaction with later choices. Questionnaires were distributed among the same group of first year UCU students at two points in time. In addition, 14 interviews with UCU students were conducted to gain a deeper understanding about choice making processes and support structures that prevent students from making unconsidered choices.

Aims

This project aims to gain more insight in:

• The different interest profiles of students
• How students navigate in the abundance of choices available
• How students resolve internal conflicts
• How students with different interest profiles might differ in the kind of guidance and support they need

References

• Akkerman, S., & Bakker, A. (2019). Persons pursuing multiple objects of interest in multiple contexts. European Journal of Psychology of Education, 34(1).
• Glynn, S. M. & Aultman, L. P. & Owens, A. M. (2005). Motivation to Learn in General Education Programs. The Journal of General Education, 54(2), 150-170.
• Hofer, M. (2010). Adolescents’ development of individual interests: A product of multiple goal regulation?. Educational Psychologist, 45(3), 149-166.
• Holmegaard, H. T., Ulriksen, L. M., & Madsen, L. M. (2014). The process of choosing what to study. Scandinavian Journal of Educational Research, 58, 21–40.
• Renninger, K. A., & Hidi, S. (2015). The power of interest for motivation and engagement.
• Schwartz, B. (2009). Incentives, choice, education and well-being. Oxford Review of Education, 35(3),391-403.
• Vulperhorst, J. P., Van der Rijst, R. M., & Akkerman, S. F. (2019). Dynamics in higher education choice: weighing one’s multiple interests in light of available programmes. Higher Education, 79(6), 1001-1021.