The Effect of Self-efficacy and Psychosocial Development on Major-Changing Behavior
In this study, we sought to determine whether psychosocial development and self-efficacy of major changers differ from those classified as relatively stable. Participants completed the Life-Skills Inventory-College (Picklesimer, 1991) form to measure psychosocial development and the General Self-efficacy (Schwarzer & Jerusalem, 1995) scale to measure students' level of self-efficacy. Major changers reported a lower level of self-efficacy than relatively stable students, and relatively stable students scored higher on the self-perception measures of the Problem-Solving/Decision-Making subscale on the Life-Skills Development Inventory than did major changers.
Contributor Notes
Dr. Karen Cunningham is the individual studies program coordinator and an adjunct instructor at the University of Northern Iowa. Her research interests include distance learners, first-generation college student advising, deciding students, and interdisciplinary learning. She can be reached at karen.cunningham@uni.edu.
Anthony Smothers is an academic advisor in the Office of Academic Advising and a doctoral student in human services at the University of Northern Iowa. His research interests include deciding students, academic-advising organizational structure, and student development. He can be reached at anthony.smothers@uni.edu.
We would like to take this opportunity to thank our colleagues in the Office of Academic Advising for their work with assessment and programming for deciding students.
