Email this article 
Association of Perceived Interest Major Fit and Objective Interest Major Fit with Academic Achievement
Abstract
Recently, despite the high budget allocating for education in Malaysia, the educational performance among students is low (Blueprint, 2013). Pascarella and Terenzini (2005; 1991) have identified four theories and models that affect students’ learning: (a) psychosocial, (b) cognitive-structural, (c) typological, and (d) person-environment interaction. This study focuses on person-environment interaction. The interactionist approach emphasizes that neither personal characteristics nor situational factors alone are unable to identify the attitudes or responses of people, but the interaction of them can be highly influential (Schneider, 1982; Terborg, 1981). Person-environment fit arguments were raised by interactionists who discussed that particulars attitudes, behaviours and cognitions are the results of the interaction between situational factors and individuals (Chatman, 1989; Muchinsky & Monahan, 1987; Ostroff & Schulte, 2007). The present study used academic achievement that is one of the outcomes of person–environment (P–E) fit. This research employed different types of P-E fit such as objective and perceived interest major fit. The main aim of the present study is to examine the relationship between the P-E fit and academic achievement. The present study is carried out in The Universiti Putra Malaysia (UPM). The participants of the study were 2503 undergraduate students of 12 faculties at UPM. Findings of the relationship between the P-E fit and academic achievement have shown a highly positive relationship between the perceived interest major fit and the academic achievement, but there is no significant relationship between the objective interest major fit and the academic achievement.
Keywords: P-E fit, Objective interest major fit, Perceived interest major fit, Academic achievement
Full Text:
PDFReferences
Allen, J., & Robbins, S. (2010). Effects of interest–major congruence, motivation, and academic performance on timely degree attainment. Journal of Counseling Psychology, 57(1), 23.
Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2013). Introduction to research in education: Cengage Learning.
Assouline, M., & Meir, E. I. (1987). Meta-analysis of the relationship between congruence and well-being measures. Journal of Vocational Behavior, 31(3), 319-332. doi: http://dx.doi.org/10.1016/0001-8791(87)90046-7
Blueprint 2013–2025.(2013). Preliminary Report. Preschool to Post-Secondary Education. Ministry of Education Malaysia.
Brown, M. P. (2006). The effect of person/environment congruence on academic achievement in college students: A test of Holland's theory. (Ed.D. 3214032), The University of Memphis, United States -- Tennessee. Retrieved from http://search.proquest.com/docview/304912287?accountid=27932 ProQuest Dissertations & Theses (PQDT) database.
Bruch, M. A., & Krieshok, T. S. (1981). Investigative versus realistic Holland types and adjustment in theoretical engineering majors. Journal of Vocational Behavior, 18(2), 162-173. doi: http://dx.doi.org/10.1016/0001-8791(81)90004-X
Cable, D. M., & Judge, T. A. (1996). Person–organization fit, job choice decisions, and organizational entry. Organizational Behavior and Human Decision Processes, 67(3), 294-311.
Cable, D. M., & DeRue, D. S. (2002). The convergent and discriminant validity of subjective fit perceptions. Journal of applied psychology, 87(5), 875.
Chatman, J. A. (1989). Improving interactional organizational research: A model of person-organization fit. Academy of Management Review, 14(3), 333-349.
Cochran, W. (1977). G.(1977); Sampling techniques. New York, Wiley and Sons, 98, 259-261.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative: Prentice Hall.
Frantz, T. T., & Walsh, E. P. (1972). Exploration of Holland's theory of vocational choice in graduate school environments. Journal of Vocational Behavior, 2(3), 223-232. doi: http://dx.doi.org/10.1016/0001-8791(72)90027-9
Ghandour, L. (2013). Stability of College Students' Fit with Their Academic Major and the Relationship Between Academic Fit and Occupational Fit. (3577516 Ph.D.), Rice University, Ann Arbor. Retrieved from http://search.proquest.com/docview/1469609690?accountid=27932 ProQuest Dissertations & Theses Global database.
Haahr, D. M. from https://http://www.random.org
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis.
Hargett, J. M. (2011). Person-environment congruence and academic achievement of college students: An application of Holland's theory. (Ph.D. 3476384), The University of Memphis, United States -- Tennessee. Retrieved from http://search.proquest.com/docview/894120873?accountid=27932 ProQuest Dissertations & Theses (PQDT) database.
Henry, P. (1989). Relationship between academic achievement and measured career interest: examination of Holland's theory. Psychological reports, 64(1), 35-40.
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3 ed.): Psychological Assessment Resources
Horn, R. A. (2004). In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students. (Ph.D. 3127331), The University of Memphis, United States -- Tennessee. Retrieved from http://search.proquest.com/docview/305047706?accountid=27932 ProQuest Dissertations & Theses (PQDT) database.
Kristof, A. L. (1996). Person‐organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel psychology, 49(1), 1-49.
Kristof‐Brown, A. L., Zimmerman, R. D., & Johnson, E. C. (2005). Consequences of individuals' fit at work: A meta‐analysis of person–job, person–organization, person–group, and person–supervisor fit. Personnel Psychology, 58(2), 281-342.
Li, Y., Yao, X., Chen, K., & Wang, Y. (2012). Different fit perceptions in an academic environment: Attitudinal and behavioral outcomes. Journal of Career Assessment, 1069072712466713.
MOHE. (2015). Ministry of Higher Education. . from http://www.mohe.gov.my
Muchinsky, P. M., & Monahan, C. J. (1987). What is person-environment congruence? Supplementary versus complementary models of fit. Journal of Vocational Behavior, 31(3), 268-277.
Nadler, D. R. (2013). The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes.
Nye, C. D., Su, R., Rounds, J., & Drasgow, F. (2012). Vocational interests and performance a quantitative summary of over 60 years of research. Perspectives on Psychological Science, 7(4), 384-403.
O*NET. from https://http://www.onetcenter.org/IPSF.html
Ostroff, C., & Judge, T. A. (2007). Perspectives on Organizational Fit: Psychology Press.
Pascarella, E., & Terenzini, P. (2005). How college affects students: Findings and insights from twenty years of research. Volume 2. A third decade of research: San Francisco: Jossey-Bass.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Pervin, L. A. (1968). Performance and Satisfaction as a Function of Individual-Environment Fit. Psychological Bulletin, 69(1), 56.
Resick, C. J., Baltes, B. B., & Shantz, C. W. (2007). Person-organization fit and work-related attitudes and decisions: Examining interactive effects with job fit and conscientiousness. Journal of applied psychology, 92(5), 1446.
Reuterfors, D. L., Schneider, L. J., & Overton, T. D. (1979). Academic achievement: An examination of Holland's congruency, consistency, and differentiation predictions. Journal of Vocational Behavior, 14(2), 181-189. doi: http://dx.doi.org/10.1016/0001-8791(79)90069-1
Rosen, D., Holmberg, K., & Holland, J. (1997). The educational opportunities finder. Odessa, FL: Psychological Assessment Resources.
Rounds, J., Su, R., Lewis, P., & Rivkin, D. (2010). O* NET® Interest Profiler Short Form Psychometric Characteristics: Summary: Raleigh, NC: National Center for O* NET Development.
Saks, A. M., & Ashforth, B. E. (1997). A longitudinal investigation of the relationships between job information sources, applicant perceptions of fit, and work outcomes. Personnel psychology, 50(2), 395-426.
Schaefer, B. E. (1976). Holland's SDS: Is its effectiveness contingent upon selected variables? Journal of Vocational Behavior, 8(1), 113-123. doi: http://dx.doi.org/10.1016/0001-8791(76)90040-3
Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72(3), 317-335. doi: http://dx.doi.org/10.1016/j.jvb.2007.10.007
Schneider, B. (1982). Interactional psychology and organizational behavior: DTIC Document.
Smart, J. C., Feldman, K. A., & Ethington, C. A. (2000). Academic disciplines: Holland's theory and the study of college students and faculty: Vanderbilt University Press.
Spokane, A. R. (1985). A review of research on person-environment congruence in Holland's theory of careers. Journal of Vocational Behavior, 26(3), 306-343. doi: http://dx.doi.org/10.1016/0001-8791(85)90009-0
Spokane, A. R., Meir, E. I., & Catalano, M. (2000). Person–Environment Congruence and Holland's Theory: A Review and Reconsideration. Journal of Vocational Behavior, 57(2), 137-187. doi: http://dx.doi.org/10.1006/jvbe.2000.1771
Terborg, J. R. (1981). Interactional psychology and research on human behavior in organizations. Academy of Management Review, 6(4), 569-576.
Tracey, T. J., & Robbins, S. B. (2006). The interest–major congruence and college success relation: A longitudinal study. Journal of Vocational Behavior, 69(1), 64-89.
Uysal Irak, D. (2010). The role of affectivity in an expanded model of person-environment fit. (NR70552 Ph.D.), Carleton University (Canada), Ann Arbor. Retrieved from http://search.proquest.com/docview/851889665?accountid=27932 ProQuest Dissertations & Theses Full Text database.
Walsh, W. B., & Hanle, N. A. (1975). Consistent occupational preferences, vocational maturity, and academic achievement. Journal of Vocational Behavior, 7(1), 89-97. doi: http://dx.doi.org/10.1016/0001-8791(75)90036-6
Wessel, J. L., Ryan, A. M., & Oswald, F. L. (2008). The relationship between objective and perceived fit with academic major, adaptability, and major-related outcomes. Journal of Vocational Behavior, 72(3), 363-376.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Education and Literacy Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.