Different Fit Perceptions in an Academic Environment

Abstract

This study examines whether students perceive three different types of fit in an academic environment (i.e., interest–major [I–M] fit, demands–abilities [D–A] fit, and needs–supplies [N–S] fit) and whether these factors predict important academic and well-being criteria using a Chinese student sample. Results from confirmatory factor analyses support the assumption that students differentiate among the three fit perceptions. Incremental validity analysis and relative importance analysis reveal that the three types of fit each have a unique relationship with situational outcomes. Specifically, I–M fit predicts greater proportions of variance in major change intention; D–A fit predicts greater proportions of variance in academic performance; and N–S fit predicts greater proportions of variance in well-being (e.g., academic satisfaction and depression). Practical and theoretical implications of these results are discussed.

Helpful and Hindering Factors in Psychodrama Field Training: A Longitudinal Mixed Methods Study of Student Development

“…Research shows that perceived D-A fit is positively correlated with employees’ organizational identification, job and career satisfaction, and occupational commitment, but not to job performance and raises ( Cable and DeRue, 2002 ). In first-year undergraduates, perceived D-A fit was positively correlated with academic satisfaction, general life satisfaction, and academic performance and negatively correlated with major change intention and depression ( Li et al, 2013 ). Perceived D-A fit was the strongest predictor of students’ subjective measure of academic performance, and D-A fit positively correlated with academic satisfaction and negatively with students’ intention to change their major ( Etzel and Nagy, 2016 ).…”

Major Incongruence and Occupational Engagement: A Moderated Mediation Model of Career Distress and Outcome Expectation

“…One of the most important expectations that undergraduates have about the education they receive it that it meets the demands of their future career (Li et al, 2013). In many cases, undergraduates gain the knowledge and skills to enter the professional world through their course of study.…”

“…Other studies have also supported a similar result in which perceived fit had stronger relationships with outcomes than objective fit (Kristof-Brown et al, 2005). Based on these findings, the concept of perceived fit has been actively used in the major fit literature; perceived major fit is associated with outcome variables such as adaptability, major change intention, academic performance, academic satisfaction, depression, class absenteeism, calling, and meaningful work (Schmitt et al, 2008; Li et al, 2013; Shin et al, 2014; Etzel and Nagy, 2016; Vahidi et al, 2016). These results have indicated that perceived major fit is an important factor affecting undergraduates’ attitude and behavior.…”

“…In addition, career issues entail strong affective factors (Krumboltz, 1993). Major incongruence has been associated with increased strain (Li et al, 2013). The negative emotion related to career issues also leads to a decrease in adaptive career behaviors (Emmerling and Cherniss, 2003).…”

Personality-Major Congruence among the Hearing-Impaired Students in Malaysian Polytechnics

“…For example, studies have found that P-E fit correlates to academic satisfaction, major change intention, academic achievement and major persistence (Li, Yao, Chen, & Wang, 2012;Schmitt, Oswald, Friede, Imus, & Merritt, 2008;Tracey & Robbins, 2006;Wessel, Ryan, & Oswald, 2008;Westernman, Nowicki, & Plante, 2002).…”