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Coursework selection: a frame of reference approach using structural equation modelling.

Oliver Dickhäuser1, Martin Reuter, Christine Hilling

  • 1University of Giessen, Germany. oliver.dickhaeuser@ewf.uni-erlangen.de

The British Journal of Educational Psychology
|December 2, 2005
PubMed
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Students select courses based on their self-concept of ability, not just in chosen subjects but also in alternative ones. Previous academic achievement influences course selection entirely through these self-perceptions.

Area of Science:

  • Educational Psychology
  • Decision-Making Models
  • Student Choice Behavior

Background:

  • Student choice behavior significantly impacts educational trajectories.
  • Existing models emphasize ability perceptions (self-concept of ability) in academic choices.
  • Self-efficacy theory and achievement-related choices highlight the role of perceived ability.

Purpose of the Study:

  • To propose and test a model of course selection incorporating internal frame of reference comparisons.
  • To investigate if self-concepts influence course selection positively for chosen subjects and negatively for alternatives.
  • To determine if self-concepts fully mediate the effect of prior achievement on course selection.

Main Methods:

  • Empirical testing with 296 secondary school students specializing in subjects like chemistry and biology.

Related Experiment Videos

  • Assessment of self-concepts and course selection using questionnaires.
  • Structural equation modeling for ordinal variables to test postulated models.

    • Main Results:

    • Course selection is significantly influenced by dimensional comparisons, with negative paths from self-concepts to non-corresponding subjects.
    • The impact of previous academic achievement on course selection is completely mediated by self-concepts.
    • Support for the hypothesis that self-perceptions regarding both chosen and unchosen subjects shape academic decisions.

    Conclusions:

    • Models of choice behavior should include comparisons with unselected alternatives.
    • Subjective interpretations of academic achievement, as reflected in self-concepts, are key drivers of subsequent educational choices.
    • Understanding students' self-perceptions is crucial for explaining and guiding their academic decisions.