Qualitative and quantitative aspects of commitment development in psychology students

Area of Science:

• Psychology
• Developmental Psychology
• Higher Education Studies

Background:

• Understanding student commitment development is crucial for academic and career guidance.
• Previous research suggests various commitment trajectories, but longitudinal data in higher education is limited.

Purpose of the Study:

• To investigate the longitudinal development of study- and work-related commitments in undergraduate psychology students.
• To identify distinct commitment trajectories and their qualitative differences.

Main Methods:

• Longitudinal study design with seven measurements over three-and-a-half years.
• Sample of 28 psychology students during their bachelor's degree.
• Analysis of exploration and commitment patterns.

Main Results:

• Identified theoretically expected trajectories: information-oriented, normative, and diffuse.
• Distinguished stable and fluctuating information-oriented trajectories, alongside stable moratorium and regression trajectories.
• Information-oriented commitments exhibited greater differentiation and change compared to normative or diffuse types.

Conclusions:

• Commitment development in higher education is diverse, with distinct trajectories impacting student experience.
• Information-oriented trajectories are linked to growth and change, while normative trajectories correlate with satisfaction and well-being.
• Moratorium trajectories indicate higher distress, highlighting the need for tailored support.