Choices Based on the Self-Perception of University Applicants in their Decisions on Applying to Higher Education

Attila Miklós; Eszter Lukács

doi:10.31181/dmame7120241274

Authors

Attila Miklós The Doctoral School of Regional and Business Administration Sciences, Széchenyi Istvàn University, Győr, Hungary
Eszter Lukács Faculty of Economics, Széchenyi Istvàn University, Győr, Hungary

DOI:

https://doi.org/10.31181/dmame7120241274

Keywords:

Self-Concept, Self-Perception, Career Decision-Making Self-Efficacy, Career Indecision, Student Decision-Making Variables

Abstract

This paper investigates the role of self-concept and perceptions of academic performance in shaping university students’ choice of educational institutions, as well as the factors that influence these decisions. Various empirical studies have examined this topic, identified key determinants and reflected the aspects and expectations that students prioritize when making decisions about their academic future. In this study, we utilized scientific databases to filter through thousands of papers, ultimately selecting 225 articles that were directly related to decision-making processes in education. Out of these, we have cited 60 publications that offer significant insights relevant to our research. Moreover, we identified 20 empirical studies that specifically analyse the factors that influence students’ decision-making processes, based on data gathered through questionnaires and interviews. To further explore students' career aspirations and understand the factors influencing their choices, we focus on several key variables. These include students' self-perception, self-confidence, and personal development. We also assess how external factors, such as socioeconomic conditions, family expectations, and educational environment, may impact these decisions. By examining these elements, we aim to uncover how such influences contribute to students' educational and professional trajectories. This study seeks to clarify how diverse influences, particularly those experienced during adolescence, shape individuals’ personal growth and career pathways. In addition, it aims to identify any gaps in existing research, especially with regard to international practices and trends, thereby contributing to the broader understanding of student decision-making in higher education

Downloads

Download data is not yet available.

References

Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: evidence for overlapping traits. Psychological Bulletin, 121(2), 219. https://psycnet.apa.org/doi/10.1037/0033-2909.121.2.219

[2] Al-Dajani, D. M., & Alsamydai, M. J. (2018). Factors affecting students attraction towards Jordanian University. International Journal of Business Administration, 10(1), 49-60. http://dx.doi.org/10.5430/ijba.v10n1p49

[3] Allport, G. W. (1927). Concepts of trait and personality. Psychological Bulletin, 24(5), 284. https://psycnet.apa.org/doi/10.1037/h0073629

[4] Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. https://doi.org/10.5923/j.mm.20150501.02

[5] Androniceanu, A., & Ristea, B. (2014). Decision making process in the decentralized educational system. Procedia-Social and Behavioral Sciences, 149, 37-42. https://doi.org/10.1016/j.sbspro.2014.08.175

[6] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(8), 191-215. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191

[7] Bernardi, F., & Valdés, M. T. (2021). Sticky educational expectations: A cross-country comparison. Research in Social Stratification and Mobility, 75, 100624. https://doi.org/10.1016/j.rssm.2021.100624

[8] Blanton, H., & Stapel, D. A. (2008). Unconscious and spontaneous and... Complex: The three selves model of social comparison assimilation and contrast. Journal of personality and social psychology, 94(6), 1018. https://psycnet.apa.org/doi/10.1037/0022-3514.94.6.1018

[9] Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational psychologist, 34(3), 139-153. https://doi.org/10.1207/s15326985ep3403_1

[10] Bray, M. (1991). Centralization versus decentralization in educational administration: Regional issues. Educational Policy, 5(4), 371-385. https://doi.org/10.1177/0895904891005004003

[11] Brown, A. D., & Thornborrow, W. (1996). Do organizations get the followers they deserve? Leadership & organization development journal, 17(1), 5-11. https://doi.org/10.1108/01437739610105986

[12] Bulkley, K. (2005). Losing voice? Educational management organizations and charter schools’ educational programs. Education and Urban Society, 37(2), 204-234. https://doi.org/10.1177/0013124504271984

[13] Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South African Journal of Education, 27(3), 391-406. https://wrap.warwick.ac.uk/426/

[14] Canaj, B., Bogaerts, Y., Verbruggen, M., & Partners, E. (2021). The role of organizational and individual career management for sustainable careers. White paper for the EOS project CARST “sustainable careers for project-based and dual-earner workers: A stakeholders perspective. http://dx.doi.org/10.13140/RG.2.2.25648.89608

[15] Chemers, M. M., Hu, L.-t., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational psychology, 93(1), 55. https://psycnet.apa.org/doi/10.1037/0022-0663.93.1.55

[16] Chevalier, A., Gibbons, S., Thorpe, A., Snell, M., & Hoskins, S. (2009). Students’ academic self-perception. Economics of Education Review, 28(6), 716-727. https://doi.org/10.1016/j.econedurev.2009.06.007

[17] Collins, A., Şimşek, H., & Takır, A. (2022). Choosing a Higher Education destination: Marketing of where, why and how? Journal of Marketing for Higher Education, 1-22. https://doi.org/10.1080/08841241.2022.2048431

[18] Compagnucci, L., & Spigarelli, F. (2020). The Third Mission of the university: A systematic literature review on potentials and constraints. Technological Forecasting and Social Change, 161, 120284. https://doi.org/10.1016/j.techfore.2020.120284

[19] Connor, H., Dewson, S., Tyers, C., Eccles, J., Regan, J., & Aston, J. (2001). The social gap in higher education: not just a matter of cost. Industrial and Commercial Training, 33(5). https://doi.org/10.1108/ict.2001.03733eab.001

[20] Corcoran, K., Crusius, J., & Mussweiler, T. (2011). Social comparison: Motives, standards, and mechanisms. https://psycnet.apa.org/record/2011-20402-005

[21] Delaney, J. T., & Huselid, M. A. (1996). The impact of human resource management practices on perceptions of organizational performance. Academy of Management Journal, 39(4), 949-969. https://doi.org/10.5465/256718

[22] Drewes, T., & Michael, C. (2006). How do students choose a university?: an analysis of applications to universities in Ontario, Canada. Research in Higher Education, 47, 781-800. https://doi.org/10.1007/s11162-006-9015-6

[23] Dunning, D., & Hayes, A. F. (1996). Evidence for egocentric comparison in social judgment. Journal of personality and social psychology, 71(2), 213. https://psycnet.apa.org/buy/1996-06400-002

[24] Echchabi, A., Al-Hajri, S., & Tanas, I. N. (2019). Factors influencing Omani students' selection of higher education institutions: an emphasis on undergraduate and postgraduate students. International Journal of Education Economics and Development, 10(4), 356-370. https://doi.org/10.1504/IJEED.2019.102741

[25] Fenning, B. E., & May, L. N. (2013). “Where there is a will, there is an A”: Examining the roles of self-efficacy and self-concept in college students’ current educational attainment and career planning. Social Psychology of Education, 16, 635-650. https://doi.org/10.1007/s11218-013-9228-4

[26] Festinger, L. (1954). A theory of social comparison processes. Human relations, 7(2), 117-140. https://doi.org/10.1177/001872675400700202

[27] Gould, S. (1979). Characteristics of career planners in upwardly mobile occupations. Academy of Management Journal, 22(3), 539-550. https://doi.org/10.5465/255743

[28] Green, A., & Green, A. (1997). Educational achievement in centralized and decentralized systems. Springer. https://doi.org/10.1057/9780230371132_7

[29] Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and individual differences, 20(6), 644-653. https://doi.org/10.1016/j.lindif.2010.08.001

[30] Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept, personality and emotional intelligence in primary education. Analysis by gender and cultural group. Frontiers in psychology, 10, 3075. https://doi.org/10.3389/fpsyg.2019.03075

[31] Hogg, M. A., & Cooper, J. (2007). The Sage handbook of social psychology (Concise student ed.). Sage. https://cir.nii.ac.jp/crid/1130282272168760576

[32] Hordosy, R., & Szanyi, E. F. (2020). Moving through and moving away:(Higher) education strategies of Hungarian students. Intersections. East European Journal of Society and Politics, 6(4). https://www.ceeol.com/search/article-detail?id=930267

[33] Kocher, M. G., Pogrebna, G., & Sutter, M. (2013). Other-regarding preferences and management styles. Journal of Economic Behavior & Organization, 88, 109-132. https://doi.org/10.1016/j.jebo.2013.01.004

[34] Kornhaber, M. L. (2020). The theory of multiple intelligences. https://psycnet.apa.org/doi/10.1017/9781108770422.028

[35] Kovács, F., Mezősi, G., Sipos, G., & Mucsi, L. (2014). Evaluation of the educational catchment area and decision-making support at the University of Szeged, Hungary. Tertiary Education and Management, 20, 106-120. https://doi.org/10.1080/13583883.2014.890246

[36] Lounsbury, J. W., Hutchens, T., & Loveland, J. M. (2005). An investigation of big five personality traits and career decidedness among early and middle adolescents. Journal of career assessment, 13(1), 25-39. https://doi.org/10.1177/1069072704270272

[37] Lowe, H., & Cook, A. (2003). Mind the gap: are students prepared for higher education? Journal of further and higher education, 27(1), 53-76. https://doi.org/10.1080/03098770305629

[38] McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of personality and social psychology, 52(1), 81. https://psycnet.apa.org/doi/10.1037/0022-3514.52.1.81

[39] McVarnock, A. M., & Closson, L. M. (2022). Motivations for social withdrawal and academic adjustment in emerging adulthood. British Journal of Developmental Psychology, 40(2), 352-367. https://doi.org/10.1111/bjdp.12411

[40] Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. The journal of abnormal and social psychology, 66(6), 574. https://psycnet.apa.org/doi/10.1037/h0040291

[41] Orpen, C. (1994). The Effects of Organizational and Individual Career Management on Career Success. International Journal of Manpower, 15(1), 27-37. https://doi.org/10.1108/01437729410053617

[42] Palmer, A., Koenig-Lewis, N., & Asaad, Y. (2016). Brand identification in higher education: A conditional process analysis. Journal of business research, 69(8), 3033-3040. https://doi.org/10.1016/j.jbusres.2016.01.018

[43] Quinn, J. (2013). Drop-out and completion in higher education in Europe among students from under-represented groups. An independent report authored for the European Commission. https://www.voced.edu.au/content/ngv:60845

[44] Renee Barnett, B., & Bradley, L. (2007). The impact of organisational support for career development on career satisfaction. Career development international, 12(7), 617-636. https://doi.org/10.1108/13620430710834396

[45] Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The big five personality factors and personal values. Personality and social psychology bulletin, 28(6), 789-801. https://doi.org/10.1177/0146167202289008

[46] Schröder, E., Schmitt-Rodermund, E., & Arnaud, N. (2011). Career choice intentions of adolescents with a family business background. Family business review, 24(4), 305-321. https://doi.org/10.1177/0894486511416977

[47] Schunk, D. H., & Pajares, F. (2010). Self-efficacy beliefs. International encyclopedia of education. https://doi.org/10.1016/B978-0-08-044894-7.00620-5

[48] Sette, S., Pecora, G., Laghi, F., & Coplan, R. J. (2023). Motivations for Social Withdrawal, Mental Health, and Well-Being in Emerging Adulthood: A Person-Oriented Approach. Behavioral Sciences, 13(12), 977. https://doi.org/10.3390/bs13120977

[49] Shiller, R. J. (2017). Narrative economics. American economic review, 107(4), 967-1004. https://doi.org/10.1257/aer.107.4.967

[50] Singh, M. K. M. (2016). Socio-Economic, Environmental and Personal Factors in the Choice of Country and Higher Education Institution for Studying Abroad among International Students in Malaysia. International Journal of Educational Management, 30(4), 505-519. https://doi.org/10.1108/IJEM-11-2014-0158

[51] Sipos, N., Kuráth, G., Bányai, E., & Jarjabka, Á. (2023). Applicants' institution selection criteria in the higher education: An empirical study in Hungarian higher education management. Management in Education, 37(4), 178-189. https://doi.org/10.1177/08920206211030975

[52] Skinner, B. F. (1980). selections from Science and Human Behavior. In The Language and Thought Series (pp. 37-47). Harvard University Press. https://doi.org/10.4159/harvard.9780674594623.c5

[53] Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of business research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039

[54] Soares, J. M. A. C. (2021). Factors Influencing the Choice of Higher Education Institutions in Angola. International Journal of Educational Administration and Policy Studies, 13(1), 23-39. https://doi.org/10.5897/IJEAPS2020.0680

[55] Torres, A. D. G., & Hernández, L. M. M. (2021). Correlation Between Student Retention Actions and Brand Resonance in a Higher Education Institution. Journal of Higher Education Theory and Practice, 21(13). https://articlearchives.co/index.php/JHETP/article/view/3200

[56] Turgut, S., & Neuhaus, A. E. (2020). The relationship between dispositional resistance to change and individual career management: a matter of occupational self-efficacy and organizational identification? Journal of Change Management, 20(2), 171-188. https://doi.org/10.1080/14697017.2020.1720774

[57] Valdés, M. T. (2022). Unequal expectations? Testing decisional mechanisms for secondary effects of social origin. Social Science Research, 105, 102688. https://doi.org/10.1016/j.ssresearch.2021.102688

[58] Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158. https://psycnet.apa.org/doi/10.1037/h0074428

[59] Wilkins, S., & Huisman, J. (2015). Factors affecting university image formation among prospective higher education students: The case of international branch campuses. Studies in higher education, 40(7), 1256-1272. https://doi.org/10.1080/03075079.2014.881347

[60] Willis, J., & Giles, D. (1978). Behaviorism in the twentieth century: What we have here is a failure to communicate. Behavior Therapy, 9(1), 15-27. https://doi.org/10.1016/S0005-7894(78)80050-1

[61] Wills, T. A. (1981). Downward comparison principles in social psychology. Psychological Bulletin, 90(2), 245. https://psycnet.apa.org/doi/10.1037/0033-2909.90.2.245

[62] Wong, J. (2006). The effects of local interpretation of decentralization policy on school autonomy in Guangdong province of China. In C. Bjork (Ed.), Educational decentralization. education in the Asia-Pacific region: Issues, concerns and prospects (Vol. 8). Springer. https://doi.org/10.1007/978-1-4020-4358-1_4