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The Conceptual Model of the harms of the university major choosing process: A Grounded theory study
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Ghader Naeimi1    , Hossien Ghamari kivi2 , Esmaeil Sadri1 , Ali Sheikholeslamy1 |
1- University of Mohaghegh Ardabili
2- University of Mohaghegh Ardabili , h_ghamarigivi@yahoo.com |
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Abstract: (644 Views) |
Introduction: Choosing a major is one of the most important educational decisions of students for the national entrance exam, which can have significant effects on their academic and career future. Evidences and documents indicate the existence of Challenges and problems in this process. This research was carried out with the aim of providing a conceptual model of the harms of the process of choosing a field of study to enter the university.
Methods: This study was conducted in a qualitative way and using the method of Grounded theory. 18 experts in the academic counseling and major selection were investigated using purposeful sampling and semi-structured interviews and based on the criteria for entering the research.
Results: Based on the data analysis, the pattern of academic harm in the process of choosing a major to enter the university was determined. In this model, harmful values and limiting beliefs were chosen as the main theme. The causal conditions were problems of interest and desire, misperception of ability and talent, defective interactions in the family, insufficient motivation, and interference of needs. Five main categories are the ambiguity of job conditions and future of employment, cultural-structural problems, defective education system, legislative gap, weak monitoring system, and imbalance in the social status of majors as underlying conditions. And the components of deficiency and lack of information and sources of knowledge and obstacles and limitations caused by schools were selected as intervention factors.
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| Keywords: Conceptual Model, Choosing Major Process, Harms of Choosing Major, Higher Education, Grounded Theory |
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Full-Text [PDF 633 kb]
(58 Downloads)
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Article Type: Qualitative Research |
Subject:
Student Interaction with Education
Received: 2023/03/30 | Accepted: 2023/05/15 | Published: 2025/03/30
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