• Philip D. Parker
  • Ingrid Schoon
  • Yi-Miau Tsai
  • Gabriel Nagy
  • Ulrich Trautwein
  • Jacquelynne S. Eccles
In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural contexts. For both countries, the results suggested that (a) socioeconomic status was a key predictor of university entry, whereas gender was a key predictor of major selection; (b) achievement and self-concept in both math and English were positive predictors of university entry; and (c) math achievement and self-concept predicted math-intensive major choice and lower likelihood of entering verbal-intensive majors (and vice versa). Implications for theory and practice are discussed.
Original languageEnglish
JournalDevelopmental Psychology
Issue number6
Pages (from-to)1629-1642
Number of pages14
Publication statusPublished - 11.2012

    Research areas

  • university entry, university majors, academic achievement, academic self-concept, backgrounds variables

ID: 7929