Using Holland’s theory, the author examined moderators that may influence students’ academic success and satisfaction while accounting for cognitive influence. Data from 233 undergraduate students was analyzed using a series of hierarchical multiple regressions. The study sought to determine if student employment and the level of interest profile elevation were significant moderators of the relationship between congruence with college major and academic major satisfaction, as well as academic major success. Uniquely, academic major success was determined through GPA and a 10-subscale self-report measure. Cognitive influences were operationalized as positive and negative thinking and accounted for in all analyses. Correlation results suggested that student employment has a negative relationship with academic success as measured by GPA. No study hypotheses were supported but regression analyses did reveal significant impact of cognitive influences on both academic major satisfaction and academic major success in both research questions. Based on these findings, clinicians are encouraged to aid students in strategically planning the relationship between required work and educational responsibilities.
","abstract_html":"<p>Using Holland’s theory, the author examined moderators that may influence students’ academic success and satisfaction while accounting for cognitive influence. Data from 233 undergraduate students was analyzed using a series of hierarchical multiple regressions. The study sought to determine if student employment and the level of interest profile elevation were significant moderators of the relationship between congruence with college major and academic major satisfaction, as well as academic major success. Uniquely, academic major success was determined through GPA and a 10-subscale self-report measure. Cognitive influences were operationalized as positive and negative thinking and accounted for in all analyses. Correlation results suggested that student employment has a negative relationship with academic success as measured by GPA. No study hypotheses were supported but regression analyses did reveal significant impact of cognitive influences on both academic major satisfaction and academic major success in both research questions. Based on these findings, clinicians are encouraged to aid students in strategically planning the relationship between required work and educational responsibilities.</p>","abstract_has_math":false,"creators":["Mathis, Erica L"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Emily Bullock Yowell","Melanie Leuty","Bonnie Nicholson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T05:44:34Z","subjects":["Holland","congruence","college students","employment","negative career thoughts","career","Counseling Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/166","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Emily Bullock Yowell","Melanie Leuty","Bonnie Nicholson"]},{"key":"dc:creator","label":"Author","values":["Mathis, Erica L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Holland","congruence","college students","employment","negative career thoughts","career","Counseling Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/166"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Using Holland’s theory, the author examined moderators that may influence students’ academic success and satisfaction while accounting for cognitive influence. Data from 233 undergraduate students was analyzed using a series of hierarchical multiple regressions. The study sought to determine if student employment and the level of interest profile elevation were significant moderators of the relationship between congruence with college major and academic major satisfaction, as well as academic major success. Uniquely, academic major success was determined through GPA and a 10-subscale self-report measure. Cognitive influences were operationalized as positive and negative thinking and accounted for in all analyses. Correlation results suggested that student employment has a negative relationship with academic success as measured by GPA. No study hypotheses were supported but regression analyses did reveal significant impact of cognitive influences on both academic major satisfaction and academic major success in both research questions. Based on these findings, clinicians are encouraged to aid students in strategically planning the relationship between required work and educational responsibilities.
"]},{"key":"dc:title","label":"Title","values":["Congruence with College Major in Light of Cognitive Influence and Work Roles"]}]}],"canonical_facts":{"dc:contributor":["Emily Bullock Yowell","Melanie Leuty","Bonnie Nicholson"],"dc:creator":["Mathis, Erica L"],"dc:date.available":["2016-01-15T08:00:00Z"],"dc:description.abstract":["Using Holland’s theory, the author examined moderators that may influence students’ academic success and satisfaction while accounting for cognitive influence. Data from 233 undergraduate students was analyzed using a series of hierarchical multiple regressions. The study sought to determine if student employment and the level of interest profile elevation were significant moderators of the relationship between congruence with college major and academic major satisfaction, as well as academic major success. Uniquely, academic major success was determined through GPA and a 10-subscale self-report measure. Cognitive influences were operationalized as positive and negative thinking and accounted for in all analyses. Correlation results suggested that student employment has a negative relationship with academic success as measured by GPA. No study hypotheses were supported but regression analyses did reveal significant impact of cognitive influences on both academic major satisfaction and academic major success in both research questions. Based on these findings, clinicians are encouraged to aid students in strategically planning the relationship between required work and educational responsibilities.
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