Leaving the pond—Choosing an ocean: Effects of student composition on STEM major choices at university.

Abstract

Self-concept in mathematics (MSC) and interest in mathematics are important predictors of whether a student will choose to major in a science, technology, engineering, or mathematics (STEM) field at university. Research on the big-fish-little-pond effect (BFLPE) has shown that both predictors are affected by the achievement composition of students in schools. That is, given the same individual ability, students in higher achieving schools exhibit lower MSC and interest in mathematics than students in lower achieving schools due to social comparison processes. The BFLPE has been replicated in high school settings many times, but less is known about the long-term effects of this context effect. In the present study, we investigated the long-term effects of the BFLPE on the aspiration to major in and the actual decision to major in a STEM field at university. We used data from a German longitudinal study. The results showed no direct BFLPE on the aspiration to enroll in a STEM major at the end of high school or on actual enrollment in a STEM major 2 years after graduating from high school. However, small negative indirect effects of the BFLPE via MSC and interest in mathematics on the aspiration to and enrollment in a STEM major occurred. In sum, the longitudinal BFLPE on STEM major choice was small. Educational Impact and Implications StatementIn the present study, we used a German longitudinal dataset to investigate the long-term effects of schools' achievement-related student composition (big-fish-little-pond effect) on (a) the aspiration to major in and (b) the actual decision to major in a science, technology, engineering, and mathematics (STEM) field at university. Given the same individual achievement level, students in higher performing schools exhibited a lower self-concept and interest in mathematics (which then affected subsequent major choice). Social comparison processes can explain these results, as students evaluate their ability level by comparing themselves to their peers. The long-term effect of these social comparisons on enrollment in a STEM major at university was statistically significant but small. Furthermore, the results indicated that students compare their own individual achievement in the verbal and mathematics domains (dimensional comparisons) when choosing whether to major in a STEM field than compare themselves socially with their peers. Considering our results, educators should be aware of and potentially discuss such comparison processes when counseling students who are preparing to select their major at university.

Why Do They Enroll in This Course? Undergraduates’ Course Choice From a Motivational Perspective

“…Structural constraints, normative expectations and individual motivation are factors posited by sociologists and psychologists that point to the joint influences of agency and structure in the service of life goals. Structural constraints undoubtedly influence individual choices (Settersten and Gannon, 2005;Archer, 2014). College students likely have different levels of freedom to choose their courses depending on the policies of their schools, majors, and year of studying.…”

What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice

“…Our study builds on von Keyserlingk et al’s (2020) work about long-term effects of the BFLPE on university major choices and extends their findings in several ways. First, we address a research gap they identified, and focus on the role of social and dimensional comparisons for university major choices simultaneously.…”

“…Trautwein et al (2005) showed with a longitudinal German sample that the BFLPE predicted course choices in high school: Students with equal math achievement levels were less likely to choose advanced math courses in high schools with a higher mean math achievement. The results of another study (von Keyserlingk et al, 2020) showed that the association between the BFLPE and university major choice was quite small and mediated by its effect on students’ high school ability self-concepts. Studies focusing on dimensional comparison processes have shown that academic achievement, ability self-concepts, and STV positively predicted university major choice in the corresponding domain (i.e., math achievement and beliefs predicted a greater likelihood of selecting a STEM major), but negatively predicted enrollment in majors in noncorresponding domains (Gaspard et al, 2019; Jansen et al, 2021; Parker et al, 2012).…”

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

“…To address the issue of the pressure teachers feel in preparing students for exams, potential remedies include stress management interventions, such as cognitive-behavioral-based and mindfulness-based interventions (von Keyserlingk et al, 2020). Cognitive-behavioral-based interventions involve cognitive training and the practice of strategic behaviors, equipping teachers with both knowledge and skills to effectively manage workrelated stress (von Keyserlingk et al, 2020). On the other hand, mindfulness-based interventions emphasize cognitive and behavioral strategies that focus on the experience of feelings and thoughts, rather than the specific content of those thoughts.…”