Relevant bibliographies by topics / College choices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'College choices'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "College choices"

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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." Journal of Business Theory and Practice 3, no. 2 (October 20, 2015): 140. http://dx.doi.org/10.22158/jbtp.v3n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>
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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." World Journal of Educational Research 2, no. 2 (October 21, 2015): 140. http://dx.doi.org/10.22158/wjer.v2n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>
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Salas, Spencer, Mark M. D'Amico, Cecilia Rios-Aguilar, Manuel S. González Canché, and Adam K. Atwell. "Selecting Pathways: Latinxs, Choices, and Two-year Colleges." Association of Mexican American Educators Journal 12, no. 1 (May 11, 2018): 48. http://dx.doi.org/10.24974/amae.12.1.377.

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After the choice of a two-year college, more choices follow—and individuals make those choices based on a combination of knowing why (aspirations), knowing how (gaining knowledge and skills), and knowing whom (sources of information about college and careers). In this article, we unpack the relationship between two-year college students’ choices once enrolled in two-year colleges, the alignment of those choices to their projected career goals, and the sources of knowledge/knowing that inform that decision-making. Leveraging data captured from a multi-institution, multi-state administration of the College and Career Capital Survey (CCCS), we theorize the potential underestimation of Latinx students’ decision-making processes for careers while in the higher education setting. Findings suggest that despite longstanding mismatching theories, it is also possible that Latinx students know or might come to know how to leverage the two-year college pathway in ways that benefit both them and the communities they represent. We conclude with implications for future research emphasizing the development of mediational tools for students’ knowing as they enter postsecondary pathways and leverage their experiences to make such pathways purposeful and sustainable.
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Ferreira, Mauricio. "Exploring Substitutability Within College Sports through Hierarchical Choice Processes." Journal of Sport Management 23, no. 2 (March 2009): 182–209. http://dx.doi.org/10.1123/jsm.23.2.182.

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Understanding how spectators make decisions among the multiplicity of sport alternatives is important to the development of marketing strategies. In this study, a hierarchical choice framework was adopted to help illuminate theprocessin which individuals deal with sport substitution decisions within one university setting. In a forced-choice experiment, 419 college students were presented with existing sport offerings and asked, under constraint-free conditions, to make attendance choices with and without the most preferred alternative available. By observing students’ choices, the choice process was inferred based on the degree of switching that occurred between the two scenarios and tested whether it followed a hierarchical scheme. Results supported a “tree” structure for attendance choices, in which students consider the specific sport before considering the alternatives within the sport. Thus, under the conditions tested substitution was more likely to occur between alternatives of the same sport than either between different sports with the same sex of participants or proportionally across all alternatives.
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Martins, Bianca G., João Marôco, Mauro V. G. Barros, and Juliana A. D. B. Campos. "Lifestyle choices of Brazilian college students." PeerJ 8 (October 7, 2020): e9830. http://dx.doi.org/10.7717/peerj.9830.

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Background Lifestyle choices reflect the beliefs that individuals attribute to aspects of life. This construct can be assessed with the Individual Lifestyle Profile (PEVI) questionnaire, which measures elements of Nutrition, Physical Activity, Preventive Behaviors, Social Relationships and Stress Management. Objective The objective of this study was to estimate the psychometric properties of the PEVI applied to a sample of Brazilian university students, identifying the prevalence of each lifestyle component according to participants’ age, sex, weight status, course area/field and economic stratum and to estimate the contribution of these characteristics on physical and psychological lifestyle. Methods The PEVI data was analyzed by confirmatory factor analysis, using the indexes chi-square per degrees of freedom ratio (χ2/df), Comparative Fit Index (CFI), Tucker-Lewis Index (TLI) and Root Mean Square Error of Approximation (RMSEA). First-order and second-order models (physical and psychological lifestyle) were tested. Prevalences of lifestyle components were calculated and compared by participants’ age, sex, weight status, course area/field and economic stratum. A hypothetical causal structural model was elaborated to investigate the impact of sample characteristics on physical and psychological lifestyles. This model was evaluated considering the global fit to the data (χ2/df, CFI, TLI and RMSEA) and the hypothetical causal trajectories (β) (α = 5%). Results A sample of 1,303 students was used. The mean age was 20.9 (standard deviation = 2.8) years, 66.8% of participants were females, 63.4% had weights in the normal range and 73.7% were students of the social and exact sciences. The PEVI data showed an adequate fit for both the first- (χ2/df = 2.03, CFI = 0.98; TLI = 0.97; RMSEA = 0.04) and second-order (χ2/df = 2.25; CFI = 0.97; TLI = 0.97; RMSEA = 0.04) models. There was a higher prevalence of unfavorable physical and psychological lifestyle choices among females, among underweight and obese individuals, in older students and in those with lower economic strata. Moreover, negative behaviors in physical lifestyle were more prevalent in students from human/social/exact sciences and worse psychological lifestyle was observed among health sciences students. These results were confirmed by a structural model. Conclusion The PEVI data presented validity and reliability. Negative lifestyle choices had high prevalence among students. Moreover, individual characteristics had different impact on physical and psychological lifestyle choices.
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Carrier, L. Mark. "College Students' Choices of Study Strategies." Perceptual and Motor Skills 96, no. 1 (February 2003): 54–56. http://dx.doi.org/10.2466/pms.2003.96.1.54.

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For a closed-book examination, study strategies that could promote deep processing correlated positively with scores but were not likely to be used by the 46 students. For an open-book, open-note examination, strategies that might have led to confusion regarding the locations of material in the textbook and lecture notes correlated negatively with scores, although they were not likely to be used by the 58 students.
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Telcs, Andrss, Zsolt T. Kosztyan, Ildiko Neumann-Virag, Attila Katona, and Adam Torok. "Analysis of Hungarian Students’ College Choices." Procedia - Social and Behavioral Sciences 191 (June 2015): 255–63. http://dx.doi.org/10.1016/j.sbspro.2015.04.391.

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Schlagheck, Carol. "Newspaper Reading Choices by College Students." Newspaper Research Journal 19, no. 2 (March 1998): 74–87. http://dx.doi.org/10.1177/073953299801900206.

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Stoddard, Christiana, Carly Urban, and Maximilian D. Schmeiser. "College Financing Choices and Academic Performance." Journal of Consumer Affairs 52, no. 3 (January 18, 2018): 540–61. http://dx.doi.org/10.1111/joca.12175.

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Doyle, William R. "Community College TRANSFERS and College Graduation: Whose Choices Matter Most?" Change: The Magazine of Higher Learning 38, no. 3 (May 2006): 56–58. http://dx.doi.org/10.3200/chng.38.3.56-58.

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Dissertations / Theses on the topic "College choices"

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Coffman, Anna M. "Beverage Choices of College Students and the Factors Influencing those Choices." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542317862606786.

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Oliver, Katherine M. "College-Educated, African American Women's Marital Choices." UKnowledge, 2016. http://uknowledge.uky.edu/hes_etds/46.

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This study explores the desire to marry, marriageable mate criteria, and marital choices/options as they pertain to college-educated, African American women within today’s society. A purposive, nationally based sample (N = 95) of never married, college-educated, African American women (i.e., 18 to 40 years of age) was gathered via an online survey accessed by an emailed link. A mixed methods approach was utilized within the survey design, followed by data analyses (i.e., frequencies, two-way analyses) interpreted through a theoretical framework of social exchange. Areas discussed include life goals of marriage, cohabitation, and career; romantic barriers; the perceived availability of marriageable men; and desired traits for a marriageable mate. Partner traits assessed ranged from being character based (e.g., respectful, spiritual, swag, never incarcerated), and were broadened to include educational, financial, and ethnic preferences for a potential partner. Findings showed that respondents possessed a strong desire to marry, the greatest hindrance to entering a relationship was the lack of mates, and many were interested in looking for a potential partner outside of their own ethnicity. Findings were not statistically significant; however, the insight gained further informs this understudied area of research while having broad socio-cultural implications for families and communities.
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Burbidge, Linda Diane. "An examination of college freshmen’s food choices." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6757.

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Doctor of Philosophy
Department of Agricultural Economics
Hikaru H. Peterson
The prevalence of obesity and overweight has heightened over the last 40 years. Over two thirds of the US adult population is overweight or obese. Further, 18% of adolescents, ages 12 to 19, are obese, which is an increase of over 13% since the late 1970’s. Food environment and peer influence have been emerging areas of study and are thought to be catalysts to unhealthy eating choices. College students present a unique opportunity to look at the impact of a changing food environment, including changes in peer groups. This study is concerned with how students’ peers impact their food consumption and ultimately weight. College freshmen were recruited during their first month on campus at Kansas State University. The students participated in a year-long, three-part study to track their eating habits, weight and height. The students’ parents were also asked to participate by filling out a survey on eating habits. The students also asked one friend they ate with at least once a week to fill out a food record with them. The collected information was transformed into daily average calories for each of six food groups and for macronutrients. A peer ratio was created from the parents and friends calorie intakes to determine the similarity in consumption by each food group or macronutrient. A system of equations was specified and estimated for both food groups and macronutrients. For the food group model, beverages were the only food group with a statistically significant peer ratio term. The coefficient on the ratio was positive, indicating that students would consume more calories from beverages, as their college friends consumed more calories from beverages relative to the students’ parents at home. In the macronutrient model, protein had a statistically significant and positive peer ratio. An examination of the impacts of predicted calories consumed from food groups, along with other individual characteristics, on student’s BMI in the spring term, indicated that increasing snack consumption led to an increase in BMI while increasing bread consumption caused a decrease. Eating more meals at the university dining center also increased BMI. An analysis for the predicted macronutrient values revealed a similar relationship with eating more meals at the dining center, but the predicted macronutrients did not have statistically significant impacts on BMI.
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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.

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College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student’s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students’ college application behaviors might develop.

This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants’ race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the U.S. News & World Report. Surveys were administered to 341 twelfth grade students in a California public high school.

Results revealed that both race and academic achievement are significant predictors (R2 = .422) of college selectivity. Inferential analysis reported that Asian participants (M = 2.75) had a higher mean college selectivity score than Filipino ( M = 1.91) and Latino/a (M = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.

The findings also suggest that academic achievement is associated with participants’ college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.

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Fong, Wai-shan Vanessa, and 方蔚珊. "Uncommon women, uncommon choices: Mount Holyoke College alumnae in Hong Kong and their choices, experiencesand outcomes of attending a women's college." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178192.

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Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study. The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers. My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played. By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions.
published_or_final_version
Education
Master
Master of Education
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Reed, Melissa L. "Perceived barriers of college students to making healthful food choices /." View online, 1992. http://repository.eiu.edu/theses/docs/32211998881491.pdf.

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Ornelas, Cecilia Loftus. "COLLEGE CHOICES OF LATINA/O STUDENTS ATTENDING A FOR-PROFIT COLLEGE: UNDERSTANDING PERSISTENCE AND RETENTION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/702.

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Although Latina/os are the largest minority group in California and enrolling in higher education in record-breaking numbers (Zarate & Burciaga, 2010), the graduation rate of this group is very low (Kewal-Ramani, Gilbertson, Fox, & Provasnik, 2007). A phenomenological approach was used in this study to explore the lived experiences of Latina/o students at a for-profit college in the Inland Empire. Students from different major fields of study described how they explored and sought college information, how they experienced both community and for-profit colleges, and described their levels of sense of belonging in both community and for-profit colleges. Students shared their experiences reflective of the serpentine pathway of college-conocimiento (Acevedo-Gil, 2017) and the influence of a sense of belonging (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005; Maestas, Vaquera, & Zehr, 2007) on their persistence in higher education. Findings indicate that Latina/o students have limited college choices, weigh criteria to choose a for-profit college after departing from community colleges to “transfer across,” and feel that they belong in the for-profit institution for reasons that included either feeling cultural congruity with other students, or simply experienced college community support from faculty/ staff. Recommendations include: instructors be assigned as mentors who are personable and exhibit genuine caring; for-profit colleges should be as financially accessible as community colleges for all students; and the personalization available in for-profit colleges should be implemented into the community colleges.
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McNealy, Tara E. "Veterans' college choices: A process of stratification and social reproduction." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290121.

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College choice is a socially constructed process that shapes individuals' educational and occupational mobility, resulting in a reproduction of the existing societal class structure. The complexity of the college choice process is especially apparent among the veteran population where most prospective college students belong to lower socioeconomic statuses, participate in military and working class socialization, and are impacted by organizational habitus. A considerable number of veterans transition from the military each year, eligible for significant educational benefits, yet an examination of their college choices is absent from the current literature on institutional choice. In an attempt to gain insight regarding veterans' college choices, this study aims to answer the following research questions: (1) Do veterans intend to utilize their G.I. Bill benefits when they separate from the military and what factors influence their intentions? (2) What type of institutions do veterans plan to attend and what are the major factors that influence their choices? (3) What types of messages do veterans receive about attending higher education? A total of 30 enlisted veterans transitioning from one U.S. Army installation and 12 educational counselors, education officials, Veteran's Administration representatives, and Army officials were interviewed. The vast majority of veterans interviewed in this study stated an intention to enroll in a community college rather than a four-year institution. Veterans acknowledged two salient reasons for selecting to attend a community college: the perception of financial resources and ability to bank extra financial resources. The research data also indicates that veterans are heavily socialized regarding the value of higher education and institutional selection by military supervisors and education officials who encourage the development of practical skill, focus on the collection of miscellaneous credit hours for the promotion point system rather than actual degree attainment, and encourage community college attendance. Based on the research data, the following recommendations are made: (1) Educate veterans and education officials about the structure of the higher education system including types of degrees, how to utilize educational benefits, and outcome differences between community colleges and four-year institutions . (2) Refine the Army's current promotion system to emphasize and reward degree completion.
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Shuttleworth, Carol Lois. "The effects of perceived barriers on college women's occupational choices /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120910083.

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Guimond, Andrew H. "Pre-college Attributes, Academic Choices, Social Factors, and Intervention Programs Predict Student Retention at Marietta College." Marietta College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1399291313.

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Books on the topic "College choices"

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Choices for college success. 2nd ed. Boston: Pearson/Allyn and Bacon, 2011.

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Choices: Situations for college writing. Southlake, TX: Fountainhead Press, 2008.

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Smith, Sandra Fucci. Personal health choices. Boston: Jones and Bartlett, 1990.

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Gale, William A. College choices: Maximize your lifetime income. South Orange, N.J: Bootstrap Toolkit, 1987.

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Choices made: A memoir. Hanover, NH: J.L. McLaughlin, 2007.

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M, Kane Thomas. Protect yourself at college: Smart choices--safe results. Sterling, Va: Capital Books, 2008.

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M, Kane Thomas. Protect yourself at college: Smart choices--safe results. Sterling, Va: Capital Books, 2008.

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M, Kane Thomas. Protect yourself at college: Smart choices--safe results. Sterling, Va: Capital Books, 2008.

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Wagenaar, Theodore C. Changes in postsecondary educational choices, 1972 to 1980. [Washington, D.C.] (555 New Jersey Ave., Washington 20208-1327): Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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Eight first choices: An expert's strategies for getting into college. Belmont, CA: SuperCollege, 2009.

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Book chapters on the topic "College choices"

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Stewart, Dafina-Lazarus. "College Choicescollege choices." In Black Collegians’ Experiences in US Northern Private Colleges, 69–88. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59077-0_4.

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Holland, Dana G., Raquel P. Harper, and Elaine Seymour. "Influences Beyond College that Shape Revised Choices." In Talking about Leaving Revisited, 371–98. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25304-2_11.

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Wu, Zhao-tong, Li-ping Fu, and Rui-xue Zhao. "College Admission Mode of Multiple Choices Based on Internet." In The 19th International Conference on Industrial Engineering and Engineering Management, 1281–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38427-1_135.

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Hillman, Nicholas, and William Casey Boland. "Geography of College Choice." In Contemporary Issues in Higher Education, 22–34. First edition. | New York : Routledge, 2019. | Series: Core concepts in higher education: Routledge, 2018. http://dx.doi.org/10.4324/9780429438127-2.

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Ovink, Sarah M. "Gendered Meanings in College Choice." In Race, Class, and Choice in Latino/a Higher Education, 161–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51886-6_6.

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Rutledge, Tracy M. "Visual-Verbal Redundancy and College Choice." In Handbook of Visual Communication, 71–86. Second edition. | New York, NY: routledge, 2020. | Series: Routledge communication series: Routledge, 2020. http://dx.doi.org/10.4324/9780429491115-6.

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Miller, Nicholas R. "Election Inversions by the U.S. Electoral College." In Studies in Choice and Welfare, 93–127. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20441-8_4.

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Koenig, Kathleen M. "Personal Response Systems: Making an Informed Choice." In Active Learning in College Science, 123–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_9.

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Thomas, Sue, and Jill Ryan. "Pathways and Choice: Transitions at Sunny Beach College." In Experience of School Transitions, 201–17. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_11.

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Mohraz, Judy Jolley, Carol Weinberg, and Leigh Curtis Higgins. "The Goucher College-Choice Middle Schools Program Partnership." In Serving Children and Families Through Community-University Partnerships: Success Stories, 149–54. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_21.

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Conference papers on the topic "College choices"

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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, Katja Sanen, Bjoern Paape, Iwona Kiereta, and Christoph Maus. "An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.

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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male students do. Our hypotheses are tested and confirmed in different vocational colleges and classes. This study, then, is an important first contribution to indicating the risk of an inappropriate career choice particularly for weaker students. Furthermore, our study can provide a starting point for examining whether the focus on support and assistance for female students in their career choices mean that appropriate measures in the planning of school and educational careers for male students have been neglected.
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Fang, Juan, A. S. Ognev, and Wenxuan Li. "The Sociocultural Features of Chinese College Students' Prior Choices in Life." In Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ssphe-18.2019.96.

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Marchetti, Federico, Claudia Guiducci, and Lorenzo Mambelli. "P304 The case of pertussis in newborns and infants: the epidemiology that ‘counts’ in vaccination choices." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.653.

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Zhang, Siyou, and Lijuan Qiu. "On the Opportunities and Choices in the Transformation of Private Higher Education Institutions and Independent Colleges in China --Take City College of Wuhan University of Science and Technology as an Example." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.49.

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Lin, Zhonggui, Kaining Chen, and Yawen Liu. "Mixed Methods Analysis: Investigating the Influences of Social Gender and Family Gender Perceptions on Female Students’ Professional Choices and Planning in their Last Year of College." In 2021 10th International Conference on Educational and Information Technology (ICEIT). IEEE, 2021. http://dx.doi.org/10.1109/iceit51700.2021.9375503.

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Kiselev, Pavel, Artem Feshchenko, Valeriya Matsuta, and Irina Bogdanovskaya. "CAREER ROBOT FOR MANAGING COLLEGE MAJOR CHOICE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1090.

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Sun, Shuyang. "Path Choice of Psychological Counseling for "Problem College Students"." In Proceedings of the 4th International Conference on Economy, Judicature, Administration and Humanitarian Projects (JAHP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/jahp-19.2019.20.

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Zou, Yajing. "Path Choice of College Music Education Reform in New Circumstances." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0006447702250228.

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LV, Fenghua. "Students’ Risk Attitudes in College Choice Game under Information Constraint." In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.199.

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Cao, Fangfang, and Wanbing Shi. "The Path Choice of China's Innovation and Entrepreneurship Mode of Universities and Colleges. Based on the Enlightenment of America Babson Commercial College." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.40.

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Reports on the topic "College choices"

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Avery, Christopher, and Caroline Hoxby. Do and Should Financial Aid Packages Affect Students' College Choices? Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9482.

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Rothstein, Jesse, and Cecilia Elena Rouse. Constrained After College: Student Loans and Early Career Occupational Choices. Cambridge, MA: National Bureau of Economic Research, May 2007. http://dx.doi.org/10.3386/w13117.

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Arcidiacono, Peter, V. Joseph Hotz, and Songman Kang. Modeling College Major Choices using Elicited Measures of Expectations and Counterfactuals. Cambridge, MA: National Bureau of Economic Research, February 2010. http://dx.doi.org/10.3386/w15729.

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Shelton, Jeff. From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1408.

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Canes, Brandice, and Harvey Rosen. Following in Her Footsteps? Women's Choices of College Majors and Faculty Gender Composition. Cambridge, MA: National Bureau of Economic Research, October 1994. http://dx.doi.org/10.3386/w4874.

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Dynarski, Susan, C. J. Libassi, Katherine Michelmore, and Stephanie Owen. Closing the Gap: The Effect of a Targeted, Tuition-Free Promise on College Choices of High-Achieving, Low-Income Students. Cambridge, MA: National Bureau of Economic Research, December 2018. http://dx.doi.org/10.3386/w25349.

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Anelli, Massimo, and Giovanni Peri. Peer Gender Composition and Choice of College Major. Cambridge, MA: National Bureau of Economic Research, January 2013. http://dx.doi.org/10.3386/w18744.

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Baker, Rachel, Eric Bettinger, Brian Jacob, and Ioana Marinescu. The Effect of Labor Market Information on Community College Students’ Major Choice. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23333.

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Karpova, Elena E., Juyoung Lee, and Ashley Garrin. Crossing the Gendered Divide: Male Students' Choice of Non-Traditional College Major. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1329.

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Costa, Dora, and Matthew Kahn. Power Couples: Changes in the Locational Choice of the College Educated, 1940-1990. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7109.

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