Constraint Satisfaction and Analogy Underlying Decision Making Strategies: High School Students Choosing a University

Kuriyama, Naoko; Ueichi, Hideo; Saito, Takahiro; Kusumi, Takashi

doi:10.5926/jjep1953.49.4_409

Cited by 2 publications

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“…The decision-making strategy scale assessed the methods that the participants used to compare each option and to select an option when thinking about choice of university. We based this scale on that used by Kuriyama et al (2001). The scale comprised four sub scales.…”

Section: Questionnairementioning

confidence: 99%

“…In many cases, there is a trade-off between the benefits and risks of enrolling in a given university. Kuriyama, Ueichi, Saito, and Kusumi (2001) indicated that there are several important factors involved in the choice-ofuniversity decision-making strategy (see procedure in Study 1). The above research found that students initially begin considering the choice of entrance examinations by using the complete strategy, after which they used multi-attribute decision-making and constraint satisfaction, finally followed by goal satisfaction.…”

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Effects of the Deliberate Decision-Making Style on Career Decision-Making Processes and Coping With Regret After High School

Ueichi

Kuriyama

Saito

et al. 2012

An International Journal of Psychological Sciences

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This study examined how the factors associated with high school students' decisionmaking styles affect their choice-of-university behaviors and goal achievement behaviors to pass the entrance examinations and analyzed the effects of this decision-making style and affiliations on their emotions and ability to cope with regret after graduation. We surveyed 318 senior high school students and followed up with them for six months after graduation. In Study 1, to clarify the relation between these factors and behaviors, the data were analyzed using structural equation modeling. The results indicated that two types of sub processes were active during the career decision-making processes: the choice-behavior decision-making process and the goal-achievement-behavior process. In Study 2, students who tended to have the high-deliberate style when deciding to take admission to their affiliation felt less regret and disappointment about their affiliation. These investigations stress the importance of high school students being encouraged to deliberate carefully about their academic future.Key words: decision-making style, career decision-making, regret, entrance examination, high school studentThe choice of university is one of the most important decisions that we make over the course of our long lives 1 . This is because it is considered that prestigious universities with good reputation (top-notch, name value, etc.) not only offer students access to higher quality education but also assure a higher probability of securing employment in a major company (e.g., Takeuchi, 1997). To make good career decisions, high school students need to gather appropriate information about the universities they want admission to;This work was supported by Grant No. 14310058 from the Japan Society for the Promotion of Science. Preliminary reports of this work have been reported at the 28th International Congress of Psychology, and the 43rd, 44th and 45th annual conferences of the Japanese Educational Psychological Association.Correspondence concerning this article should be sent to Hideo Ueichi, Division of Policy and Planning Sciences, Faculty of Engineering, Information and Systems, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki 305-8573 Japan. Electronic mail may be sent to ueichi@sk.tsukuba.ac.jp 1 In Japan, over half of high school students go on to institutions of higher education (universities, junior colleges, and colleges of technology) (Ministry of Education, Culture, Sports, Science and Technology, 2011). There are two major methods employed by Japanese universities for the selection of students: A written examination (the so-called general entrance examination) and recommendations (e.g., affiliation office examinations). The general entrance examinations are conducted in winter, once per year. Students are required to take the general entrance examinations if they wish to be admitted to prestigious national universities, well-known public universities, or long-established private universities. Affiliation decisions are ma...

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Section: Questionnairementioning

confidence: 99%

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confidence: 99%