Effects of interest–major congruence, motivation, and academic performance on timely degree attainment.
Abstract
Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.
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Students generally prefer educational environments that fit their interests, and they tend to persist longer and perform better in fields of study that interest them.
“Like employees working in occupations, students generally prefer educational environments that fit their interests (Le et al., 2014), and they tend to persist longer and perform better in fields of study that interest them (Allen & Robbins, 2010;Nye et al., 2021;Tracey & Robbins, 2006).”
From Interest Fit Beyond the RIASEC: The Comprehensive Assessment of Basic Interests—O*NET (CABIN-NET) (2026) · cites this paper as Allen & Robbins, 2010
Cites
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.2.261 · Cited by 2,479 · see citing works
Self-citationIntelligence, personality, and interests: Evidence for overlapping traits
Ackerman, P. L., & Heggestad, E. D. (1997) · Psychological Bulletin · doi:10.1037/0033-2909.121.2.219 · Cited by 1,719 · cited 2× · see citing works
“Other work might suggest reciprocal development of vocational interests and motivation (e.g., interests affect motivation to attempt a task, and unsuccessful attempts may decrease interest in the task; Ackerman & Heggestad, 1997).”
BackgroundHarackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.105 · Cited by 756 · see citing works
Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9098-3 · Cited by 430 · see citing works
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Work values and college major choice
Balsamo, M., Lauriola, M., & Saggino, A. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.12.022 · Cited by 62 · see citing works
Interest Fit Beyond the RIASEC: The Comprehensive Assessment of Basic Interests—O*NET (CABIN-NET)
Chu, C., Hoff, K. A., Liu, Z., Heimpel, N. F., Greco, A., Oswald, F. L., & Rounds, J. (2026) · Journal of Career Assessment · doi:10.1177/10690727251322520 · Cited by 4 · see citing works
“Like employees working in occupations, students generally prefer educational environments that fi t their interests (Le et al., 2014), and they tend to persist longer and perform better in fi elds of study that interest them (Allen & Robbins, 2010; Nye et al., 2021; Tracey & Robbins, 2006).”
- Authors
- Allen, J., & Robbins, S.
- Affiliations
- ACT (US)
- ORCID
- Allen, Jeff
- Venue
- Journal of Counseling Psychology
- Published
- 2010
- Volume
- 57
- Issue
- 1
- Pages
- 23-35
- ISSN
- 0022-0167 (ISSN-L)
- 1939-2168
- OpenAlex
- W2088755817
- Cited by
- 166
- References
- 4
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 11 · 2023: 9 · 2022: 10 · 2021: 10 · 2020: 15 · 2019: 14 · 2018: 17 · 2017: 8 · 2016: 11 · 2015: 13 · 2014: 11 · 2013: 14 · 2012: 7
- FWCI
- 37.76
- Type
- journal article
- Language
- en
- Update notices
- correction (2010-04-05)
- Open access
- closed
- Locations
- Journal of Counseling Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- student motivation, academic performance, student adaptation, postsecondary success, first-year students, four-year colleges, two-year institutions, career guidance
- MeSH terms
- Achievement, Adolescent, Adult, Career Choice, Female, Goals, Humans, Individuality, Longitudinal Studies, Male, Models, Psychological, Motivation, Regression Analysis, Social Adjustment, Social Environment, Socioeconomic Factors, Statistics as Topic, Student Dropouts, Students, Young Adult
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