Maximizing and Counterfactual Thinking in Academic Major Decision Making

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

This paper explores the role of decision making orientation and post-decision thinking in one’s satisfaction with choice of college major, as well as motivation for tasks related to major, perceptions of competence in major coursework, and academic performance. Three hundred and seventy-eight college juniors and seniors completed a survey assessing the above variables. Results showed counterfactual thinking negatively predicted value for major coursework, perceived competence and autonomous regulation in major related activities, and overall GPA, controlling for one’s major college and maximization tendencies. Maximizing positively predicted only autonomous regulation controlling for major college and counterfactual thinking. Finally, counterfactual thinking predicted students’ satisfaction with college major and mediated the relationship between maximizing and satisfaction. The implications of these findings are discussed.

Authors

• Jennifer Kay Leach, The University of Texas - Austin

• Erika Alisha Patall, The University of Texas - Austin