Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Open accessAbstract
Undecided students who self-identify as uncertain of their academic path represent a unique population to support from an academic advising perspective. In a sample of 257,813 students who entered 243 four-year institutions nationally, this study examined the relationship between students who selected undecided as their intended college major and individual student characteristics. Results indicate a primary predictor of undecidedness is student acknowledgment of indecisiveness about their choice of major or career; however, undecidedness also is related to interpersonal and contextual characteristics previously unexamined. Advisors should assess students’ level of major and career certainty, concerns about financing college, and aspects of students’ identities that were predictive of undecidedness.
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Written from the paper’s full text.
TL;DR
This study examines predictors of entering college as an undecided major among a national sample of first-time, full-time first-year students at four-year institutions. It finds that self-reported likelihood of changing majors and career undecidedness are by far the strongest predictors, with several demographic, financial, mental health, and academic self-concept variables also related to undecidedness.
Key findings
- In the weighted/normalized sample of 248,493 students, 8.2% identified as undecided; the strongest predictors were expecting a “very good chance” of changing major (OR = 18.343, p < .001) and being undecided about career choice (OR = 17.793, p < .001).
- Students anticipating “some chance” of changing major were nearly six times as likely to be undecided (OR = 5.954, p < .001).
- Several factors predicted being less likely to be undecided: queer-spectrum identity (15% less likely), some/major concerns about financing college (11% less likely), receiving grants/scholarships/military aid (about 12% less likely), and feeling “not at all” or “occasionally” depressed versus frequently depressed (11% less likely).
- Higher scores on Habits of Mind and Academic Self-Concept were also associated with lower odds of entering undecided; the model had an AUC of .904 (95% CI: .902–.907, p < .001).
Methods
- Data came from a merged 2016 and 2017 CIRP Freshman Survey dataset: 257,813 first-time, full-time students entering 243 four-year colleges and universities; the weighted and normalized sample was 248,493.
- The dependent variable was self-reported intended major undecidedness (undecided vs. decided); predictors included demographics, high school experiences, reasons for attending college, goals, values/attitudes, and HERI composite constructs.
- Analyses used frequency distributions, crosstabs, and t-tests for RQ1, and logistic regression with odds ratios for RQ2; nonsignificant variables were removed using p < .01, and model fit was assessed with chi-square, −2 log likelihood, pseudo R-squared, and ROC/AUC.
Limitations
- Stated: undecided students may feel compelled to indicate a major on the survey, and undecidedness may be more fluid than a dichotomous variable captures; the “change major” item may have been interpreted differently by undecided students.
- Stated: the study captures students at one point and cannot determine whether initial undecided status affects college success, time to degree, or first-year adjustment; future research should examine specific groups, two-year institutions, transfer students, returning students, and post-COVID cohorts.
- Evident from the text: the sample is limited to first-time, full-time students at four-year institutions, and the design is predictive/correlational rather than causal.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
5 of 55 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Undecided students reported lower levels of career decision self-efficacy according to SCCT.
“As mentioned, Bullock-Yowell et al. (2014) found undecided students reported lower levels of career decision self-efficacy according to SCCT.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Bullock-Yowell et al. (2014) source
- Findingown data§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
In a national sample of 257,813 entering students at 243 four-year institutions, the primary predictor of selecting undecided as intended major is students' acknowledgment of indecisiveness about their choice of major or career.
“Results indicate a primary predictor of undecidedness is student acknowledgment of indecisiveness about their choice of major or career; however, undecidedness also is related to interpersonal and contextual characteristics previously unexamined.”
Quote in the paperSubstantial claim - Findingown data§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
In the same national sample, undecidedness is also related to interpersonal and contextual characteristics that were previously unexamined.
“Results indicate a primary predictor of undecidedness is student acknowledgment of indecisiveness about their choice of major or career; however, undecidedness also is related to interpersonal and contextual characteristics previously unexamined.”
Quote in the paperSubstantial claim - Findingown data
Students attending their first choice college have higher odds of being undecided (OR = 1.186, p < .001).
“Attending your first choice college | .171 | .025 | 1.186 | ***”
Quote in the paperSubstantial claim - Findingown data
Undecided students comprise approximately 8% of respondents in each of the 2016 and 2017 data sets.
“We combined data sets to understand better the experiences of undecided students, as they comprise approximately 8% of respondents in each data set.”
Quote in the paperNot a substantial claim- Rests on an assumption: The economic and national conditions were similar in 2016 and 2017.
- Findingown data
Students who reported feeling not at all or occasionally depressed in the past year were 11% less likely to be undecided compared with those who marked frequently depressed.
“Students who reported feeling”
Quote in the paperSubstantial claim - Findingown data
Undecided students were more likely to take a temporary leave of absence from college than declared students (51.9% vs. 44.9%).
“Undecided students also indicated they were more likely to take a temporary leave of absence from college (51.9% vs. 44.9%declared) or to transfer to another college before graduating (26.4% vs. 21.8%declared).”
Quote in the paperNot a substantial claim - Findingown data
The logistic regression revealed variables predictive of entering college as undecided.
“In response to RQ2, the logistic regression revealed variables predictive of entering college as undecided (see Table 1).”
Quote in the paperSubstantial claim - Findingown data
Students who were undecided in their career choice were nearly 18 times as likely to be undecided (p < .001).
“Students who were undecided in their career choice were nearly 18 times as likely (p < .001) to be undecided.”
Quote in the paperSubstantial claim - Findingown data
The final logistic regression model correctly predicted 88.8% of cases where majors were selected.
“The model correctly predicted 88.8% of cases where majors were selected and 78.4% of undecided cases.”
Quote in the paperNot a substantial claim - Findingown data
More undecided students consumed wine or liquor in high school than declared students (39.6% vs. 34.6%).
“More undecided students consumed alcohol in high school (34.2% of undecided students drank beer vs. 29.0%declared; 39.6% of undecided students drank wine or liquor vs. 34.6%declared).”
Quote in the paperNot a substantial claim - Findingown data
A significantly greater proportion of female-identifying students were undecided compared with male students (9% vs. 7.2%).
“A significantly greater proportion of female-identifying students were undecided (9% vs. 7.2% of males).”
Quote in the paperNot a substantial claim - Findingown data
Students who placed the highest importance on choosing a college because of cost were less likely to be undecided (8.0% vs. 9.3% of those who said cost was not important).
“Students who placed the highest importance on choosing a college because of financial assistance or cost (7.8% and 8.0%, respectively) were less likely to be undecided (vs.9.4% and 9.3% of those who said financial assistance or cost was not important).”
Quote in the paperNot a substantial claim - Findingown data
Students who received a military grant, work-study, Pell Grant, need-based aid, or merit-based aid were significantly less likely to be undecided (7.6% vs. 9.7% of those who did not receive this aid).
“Students who received a military grant, work-study, Pell Grant, need-based aid, or merit-based aid were all significantly less likely to be undecided (7.6% vs. 9.7% of those who did not receive this aid).”
Quote in the paperNot a substantial claim - Findingown data
All other predictors in the model had relatively smaller odds ratios.
“All other predictors in the model were significant at the (p < .001)level and with relatively smaller odds ratios, indicating that these were important related to undecidedness but might not be the primary focus of the conversation with students.”
Quote in the paperNot a substantial claim - Findingown data
More undecided students consumed beer in high school than declared students (34.2% vs. 29.0%).
“More undecided students consumed alcohol in high school (34.2% of undecided students drank beer vs. 29.0%declared; 39.6% of undecided students drank wine or liquor vs. 34.6%declared).”
Quote in the paperNot a substantial claim - Findingown data
Those who said that making a theoretical contribution to science was anything less than essential were between 10% and 41% less likely to be undecided.
“Those who said that making a theoretical contribution to science was anything less than”
Quote in the paperSubstantial claim - Findingown data
There are many significant differences between undecided and declared major students.
“In response RQ1, we found many significant differences between undecided and declared major students.”
Quote in the paperSubstantial claim - Findingown data
Students who placed the highest importance on choosing a college because of financial assistance were less likely to be undecided (7.8% vs. 9.4% of those who said financial assistance was not important).
“Students who placed the highest importance on choosing a college because of financial assistance or cost (7.8% and 8.0%, respectively) were less likely to be undecided (vs.9.4% and 9.3% of those who said financial assistance or cost was not important).”
Quote in the paperNot a substantial claim - Findingown data
Undecided students reported less financial concern than declared students (34.1% vs. 31.9% had no financial concerns).
“When it comes to funding their education, undecided students reported less financial concern and higher household incomes: 34.1% of undecided students had no financial concerns versus 31.9% of declared students.”
Quote in the paperNot a substantial claim - Findingown data
A higher proportion of undecided students felt occasionally or frequently depressed in the previous year compared with those who never felt depressed (8.5% vs. 7.8%).
“A higher proportion of undecided students felt”
Quote in the paperNot a substantial claim - Findingown data
Entering college as an undecided major is strongly associated with students' expectations to change their major or career choice.
“our study uses a recent, national sample of undergraduate college students to prove the strong connection between entering college as an undecided student and students' expectations to change their major or career choice.”
Quote in the paperSubstantial claim - Findingown data
Students who scored higher on the Habits of Mind or Academic Self-Concept constructs were less likely to enter college as undecided majors.
“Students who scored higher on the Habits of Mind or Academic Self-Concept constructs also were less likely to enter college as undecided majors.”
Quote in the paperSubstantial claim - Findingown data
The final logistic regression model correctly predicted 88.0% of the cases.
“The model correctly predicted 88.0% of the cases (see Table 1).”
Quote in the paperNot a substantial claim - Findingown data
Undecided students were more likely to transfer to another college before graduating than declared students (26.4% vs. 21.8%).
“Undecided students also indicated they were more likely to take a temporary leave of absence from college (51.9% vs. 44.9%declared) or to transfer to another college before graduating (26.4% vs. 21.8%declared).”
Quote in the paperNot a substantial claim - Findingown data
The final logistic regression model had an area under the ROC curve of .904 (95% CI .902-.907, p < .001).
“We also performed a ROC analysis and found that the model was excellent (area under the curve [AUC] ¼ .904,95% confidence interval: .902-.907, p < .001)”
Quote in the paperSubstantial claim - Findingown data
66.2% of undecided students were undecided about their career plans, compared with 5.6% of declared students.
“Additionally, 66.2% of undecided students were undecided about their career plans (vs.5.6% p < .05*,p < .01**,p < .001*** of declared).”
Quote in the paperNot a substantial claim - Findingown data
Nearly half (46.6%) of undecided students said there was a very good chance that they would change their major field.
“Nearly half (46.6%) of the undecided students said there was a very good chance that they would change their major field.”
Quote in the paperNot a substantial claim - Findingown data
Students identifying on the queer spectrum were 15% less likely to be undecided than heterosexual or straight-identifying students.
“Students identifying on the queer spectrum were 15% less likely to be undecided than heterosexual or straight-identifying students.”
Quote in the paperNot a substantial claim - Findingown data
All the remaining variables in the model were predictive of being less likely to be undecided.
“In contrast, all the remaining variables in the model were predictive of being less likely to be undecided.”
Quote in the paperNot a substantial claim - Findingown data
Those who said that attending college to get training for a specific career was somewhat important were 27% less likely to be undecided.
“Those who said that attending college to get training for a specific career was”
Quote in the paperSubstantial claim - Findingown data
Students with a goal of making a theoretical contribution to science were less likely to be undecided (3.7% vs. 8.9% of students planning something other than a science-related research career).
“Students with a goal of making a theoretical contribution to science were less likely to be undecided (3.7% of students planning on a science-related research career vs. 8.9% of students planning something other than a science-related research career).”
Quote in the paperNot a substantial claim - Findingown data
Students expressing some or major concerns about financing college were 11% less likely to be undecided than those expressing no concerns about financing college.
“Students expressing some or major concerns about financing college were 11% less likely to be undecided than those expressing no concerns about financing college.”
Quote in the paperNot a substantial claim - Findingown data
Undecided students reported higher household incomes than declared students.
“When it comes to funding their education, undecided students reported less financial concern and higher household incomes: 34.1% of undecided students had no financial concerns versus 31.9% of declared students.”
Quote in the paperNot a substantial claim - Findingown data
The final logistic regression model correctly predicted 78.4% of undecided cases.
“The model correctly predicted 88.8% of cases where majors were selected and 78.4% of undecided cases.”
Quote in the paperSubstantial claim - Findingown data
All other predictors in the model were significant at the p < .001 level.
“All other predictors in the model were significant at the (p < .001)level and with relatively smaller odds ratios, indicating that these were important related to undecidedness but might not be the primary focus of the conversation with students.”
Quote in the paperNot a substantial claim - Findingown data
Students who anticipated some chance of changing their major were nearly six times as likely to be undecided (p < .001).
“Even those who anticipate”
Quote in the paperSubstantial claim - Findingown data
Students who definitely plan for a science-related research career were 34% less likely to be undecided.
“Certainty desiring a science-related research career was also significant, as students who”
Quote in the paperSubstantial claim - Findingown data
After holding other variables constant, students who self-reported a very good chance of changing their major in college were 18 times as likely to be undecided as those who said there was no chance of changing their major (p < .001).
“After holding other variables constant, the strongest predictor of undecidedness was the student self-reporting a”
Quote in the paperSubstantial claim - Findingown data
Students who expect some chance of changing their major have higher odds of being undecided (OR = 5.954, p < .001).
“Some chance | 1.784 | .075 | 5.954 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who expect a very little chance of changing their major have higher odds of being undecided than those who see no chance (OR = 1.714, p < .001).
“Very little chance | .539 | .080 | 1.714 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who are undecided about their career choice have higher odds of being undecided about their major (OR = 17.793, p < .001).
“Undecided about career choice | 2.879 | .025 | 17.793 | ***”
Quote in the paperSubstantial claim - Findingown data
Those receiving grants, scholarships, or military aid were about 12% less likely to be undecided.
“Those receiving grants, scholarships, or military aid were also about 12% less likely to be undecided.”
Quote in the paperNot a substantial claim - Findingown data
Students who expect a very good chance of changing their major have higher odds of being undecided (OR = 18.343, p < .001).
“Very good chance | 2.909 | .076 | 18.343 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who said it was 'somewhat important' to attend college for specific career training are less likely to be undecided (OR = 0.764, p < .001).
“Somewhat important | À.269 | .047 | .764 | ***”
Quote in the paperSubstantial claim - Findingown data
Students with higher TFS Academic Self-Concept scores are less likely to be undecided (OR = 0.983, p < .001).
“TFS Academic Self-Concept score | À.017 | .002 | .983 | ***”
Quote in the paperSubstantial claim - Findingown data
Students receiving any aid that need not be repaid are less likely to be undecided (OR = 0.890, p < .001).
“Recipient of any aid that need not be repaid (e.g., | À.116 | .029 | .890 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who felt depressed occasionally in the past year are less likely to be undecided than those who felt depressed frequently (OR = 0.897, p < .01).
“Felt depressed: Occasionally | À.109 | .040 | .897 | **”
Quote in the paperSubstantial claim - Findingown data
Students who said making a theoretical contribution to science was somewhat important are less likely to be undecided (OR = 0.719, p < .001).
“Somewhat important | À.330 | .039 | .719 | ***”
Quote in the paperSubstantial claim - Findingown data
Students with some or major concerns about financing college are less likely to be undecided (OR = 0.893, p < .001).
“Having some or major (vs. none) concerns about | À.113 | .027 | .893 | ***”
Quote in the paperSubstantial claim - Findingown data
Queer-spectrum students are less likely to be undecided than heterosexual/straight students (OR = 0.859, p < .001).
“Sexual orientation: queer-spectrum (comparison: | À.152 | .043 | .859 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who felt depressed not at all in the past year are less likely to be undecided than those who felt depressed frequently (OR = 0.899, p < .001).
“Felt depressed: Not at all | À.107 | .027 | .899 | ***”
Quote in the paperSubstantial claim - Findingown data
Students definitely planning on having a science-related research career are less likely to be undecided (OR = 0.716, p < .001).
“Definitely planning on having a science-related | À.335 | .042 | .716 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who said making a theoretical contribution to science was very important are less likely to be undecided (OR = 0.666, p < .001).
“Very important | À.406 | .060 | .666 | ***”
Quote in the paperSubstantial claim - Findingown data
Students who said making a theoretical contribution to science was not important are less likely to be undecided (OR = 0.904, p < .001).
“Not important | À.101 | .027 | .904 | ***”
Quote in the paperSubstantial claim - Findingown data
Students with higher TFS Habits of Mind scores are less likely to be undecided (OR = 0.993, p < .01).
“TFS Habits of Mind score | À.007 | .002 | .993 | **”
Quote in the paperSubstantial claim - Findingown data
Students with a prelaw intention have higher odds of being undecided (OR = 1.168, p < .01).
“Prelaw | .156 | .050 | 1.168 | **”
Quote in the paperSubstantial claim - Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Academic preparation-specifically high school courses and standardized test scores-was more predictive of major than race or ethnicity.
“Within those studies, academic preparation-specifically high school courses and standardized test scores-was more predictive of major than race or ethnicity (Simpson, 2001).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Simpson, 2001 source
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Women with mothers in professional or executive occupations were less likely to select education majors.
“Additionally, women with mothers in professional or executive occupations were less likely to select education majors (Leppel et al., 2001).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Leppel et al., 2001 source
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Anderson et al. (1989) and Foote (1980) found no significant differences between undecided and decided students by sex.
“Anderson et al. (1989) and Foote (1980) found no significant differences between undecided and decided students by sex.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Anderson et al. (1989) source
- cites Foote (1980)
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Women were just as likely as men to select lucrative majors like business that lead to higher-paying careers when socioeconomic status was a factor.
“However, Ma (2009) found that women were just as likely as men to select lucrative majors-like business-that lead to higher-paying careers when socioeconomic status was a factor.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ma (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
A period of uncertainty about major is common within students' developmental trajectories.
“A period of uncertainty about major is common within students' developmental trajectories (Grites, 1981;Titley & Titley, 1980).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Grites, 1981
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Titley & Titley, 1980
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Nationally, the proportion of entering first-time, full-time U.S. college students who selected undecided as their intended college major increased from 1.7% in 1966 to 8.9% in 2015.
“Nationally, the proportion of entering first-time, full-time college students in the U.S. who selected undecided as their intended college major increased from 1.7% in 1966 to 8.9% in 2015 (Eagan et al., 2016).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Eagan et al., 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Research has mostly not found significant differences between decided and undecided students based on student background characteristics, including race, high school GPA, test scores, or parental education.
“Research has mostly not found significant differences between decided and undecided students based on student background characteristics, making it difficult for advisors to determine patterns by subgroups, including race (Anderson et al., 1989), high school GPA, test scores (Anderson et al., 1989;Baird, 1967), or parental education (Pearson & Dellmann-Jenkins, 1997).”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Anderson et al., 1989 source
- cites Baird, 1967
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Pearson & Dellmann-Jenkins, 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student
Students whose parents had little or no college experience were slightly less likely to be undecided.
“However, Engle and Tinto (2008) found that students whose parents had little or no college experience were slightly less likely to be undecided.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Engle and Tinto (2008)
- Premisecitation
Nonsignificant variables artificially inflate fit indicators.
“Nonsignificant variables artificially inflate fit indicators (Hosmer & Lemeshow, 2000) and were removed.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hosmer & Lemeshow, 2000 source
- Interpretationown data
The strong results indicate that the model strongly identifies significant factors related to undecidedness.
“Nevertheless, the strong results indicate that our model strongly identifies significant factors related to undecidedness, hopefully adding confidence to advisors trying to determine where to focus their attention when meeting with students.”
Quote in the paperSubstantial claim - Interpretationown data
Intention to change majors and career undecidedness were by far the two strongest predictors of undecidedness, as indicated by the size of the odds ratios.
“Intention to change majors and career undecidedness were by far the two strongest predictors, as indicated by the size of the odds ratios.”
Quote in the paperSubstantial claim - Interpretationown data
The final logistic regression model was excellent.
“We also performed a ROC analysis and found that the model was excellent (area under the curve [AUC] ¼ .904,95% confidence interval: .902-.907, p < .001)”
Quote in the paperSubstantial claim - Interpretationreasoning
The benefit of these data over institutional data is that respondents to this survey were not bound by institution-related restrictions.
“The benefit of these data over institutional data is that respondents to this survey were not bound by institution-related restrictions.”
Quote in the paperSubstantial claim - Interpretationown data
Findings highlight the influence of interpersonal variables on the likelihood of undecidedness at the time of initial enrollment.
“Findings highlight the influence of interpersonal variables on the likelihood of undecidedness at the time of initial enrollment.”
Quote in the paperSubstantial claim - Interpretationreasoning
Not all students undecided about their major are also undecided about their careers.
“Similarly, advisors asking about students' certainty regarding their career choice can reveal helpful information because not all students undecided about their major are also undecided about their careers.”
Quote in the paperSubstantial claim - Interpretationown data
Knowing an incoming student's major certainty level and anticipated loyalty to a major is a key determinant of undecidedness.
“Knowing an incoming student's major certainty level-and their anticipated loyalty to a major-is a key determinant of undecidedness and is easy to ask about within an advising appointment.”
Quote in the paperSubstantial claim - Interpretationown data
Students with a greater sense of purpose and self-confidence regarding college and how they want to create change in the world are slightly less likely to be undecided.
“Overall, students with a greater sense of purpose and self-confidence regarding college and how they want to create change in the world are slightly less likely to be undecided.”
Quote in the paperSubstantial claim - Study design and conductnone given
The study uses a recent, national sample of undergraduate college students.
“our study uses a recent, national sample of undergraduate college students”
Quote in the paperSubstantial claim - Interpretationreasoning
Greater financial pressures may increase the need to be certain about college plans, major options, and pathways.
“Greater financial pressures may increase the need to be certain about college plans, major options, and pathways.”
Quote in the paperNot a substantial claim - Interpretationown data
Contextual variables help predict the likelihood that students will enter college as undecided.
“Similarly, contextual variables help predict the likelihood that students will enter college as undecided.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 40
- May combine two claims. 11
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentBullock-Yowell et al. (2014) found that undecided students reported lower confidence in identifying a career path.
“Similarly, Bullock-Yowell et al. (2014) found that undecided students reported lower confidence in identifying a career path.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Bullock-Yowell et al. (2014) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentUndecided students reported more negative career thinking and career decision-making difficulties.
“Undecided students also reported more negative career thinking and career decision-making difficulties (Bullock-Yowell et al., 2014).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Bullock-Yowell et al., 2014 source
Classified as probably not a substantial claim.
InterpretationcitationThe findings support using SCCT as a lens to focus on interpersonal and contextual variables to understand incoming students' interests and aspirations.
“The findings support using SCCT as a lens to focus on interpersonal and contextual variables to understand incoming students' interests and aspirations (Bullock-Yowell et al., 2014).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Bullock-Yowell et al., 2014 source
The Implications for Advising section recommends SCCT as a framework for strengthening undecided students’ career decision-making self-efficacy. It also advises assessing students’ interests and internal or external barriers, but it does not specifically present SCCT as a lens for studying interpersonal and contextual variables shaping incoming students’ interests and aspirations. (LLM, conf=0.83)
Experimental — accuracy not yet measured
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationResearch links undecidedness and lower career decision-making self-efficacy.
“This mirrors research linking undecidedness and lower career decisionmaking self-efficacy (Bullock-Yowell et al., 2014).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Bullock-Yowell et al., 2014 source
May combine two claims.
Findingown dataThe weighted and normalized sample is 248,493, of whom 8.2% identified as undecided in response to the intended college major prompt.
“This study's weighted and normalized sample is 248,493, 8.2% of whom identified as undecided in response to the prompt: “Please indicate your intended college major.””
Quote in the paperSubstantial claim- Rests on an assumption: The sample is nationally representative of U.S. first-time, full-time, first-year college students.
May combine two claims.
Findingown data24.8% of undecided students reported not receiving any financial aid that need not be repaid, compared with 20.0% of declared students.
“Regarding financial aid, 24.8% of undecided students (vs.20.0% declared) reported not receiving any financial aid that need not be repaid (e.g., grants, scholarships, military funding).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe final logistic regression model had a -2 Log Likelihood (G2) of 50038.67 and a chi-square value of 32037.15 (p < .001).
“The À2 Log Likelihood, usually referred to as G2 or scaled deviance (Cabrera, 1994) for this model was 50038.67; the chi-square (x 2 ) value was 32037.15(p < .001).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe model's pseudo R squared is .188 (Cox & Snell) and .455 (Nagelkerke).
“Pseudo R squared | .188 (Cox & Snell), .455 (Nagelkerke)”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentResearch has shown mixed results about differences between undecided and decided students regarding academic achievement.
“Research has shown mixed results about the differences between undecided and decided students regarding academic achievement (Anderson et al., 1989;Foote, 1980;Leppel, 2001) and persistence (Foote, 1980;Lewallen, 1994;Spight, 2022).”
Quote in the paperNot a substantial claim0 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentStudents frequently decide about majors before they have adequate information about majors, careers, or the process of decision-making.
“Further, students frequently decide about majors before they have adequate information about majors, careers, or the process of decision-making (Gordon, 1985;Grites, 1981).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Gordon, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Grites, 1981
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentConcerns about the cost of education and the employment outlook for college students have heightened stress among college students.
“Concerns about the cost of education and the employment outlook for college students have heightened stress among college students (Guo et al., 2011), which can affect how students consider and explore their major and career options (Stater, 2011).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Guo et al., 2011
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentCollege costs have increased while state support for higher education declined.
“College costs have increased while state support for higher education declined (Alexander, 2000;Archibald & Feldman, 2010;Honu, 2019).”
Quote in the paperNot a substantial claim0 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentStudents from families with lower socioeconomic status may be more drawn to majors leading to higher-paying jobs after graduation, such as business, technical, and life/health science fields.
“Students from families with a lower socioeconomic status may be more drawn to majors leading to higher-paying jobs after graduation, such as business, technical, and life/health science fields (Ma, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ma, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentStudents with parents in professional or executive occupations associated with higher socioeconomic status are more likely to major in engineering and the sciences.
“Additionally, students with parents in professional or executive occupations associated with higher socioeconomic status are more likely to major in engineering and the sciences (Leppel et al., 2001).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Leppel et al., 2001 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentHeightened stress from concerns about cost of education and employment outlook can affect how students consider and explore their major and career options.
“Concerns about the cost of education and the employment outlook for college students have heightened stress among college students (Guo et al., 2011), which can affect how students consider and explore their major and career options (Stater, 2011).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Stater, 2011 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentWomen are more likely to select majors in social sciences, humanities, and health-related fields.
“Women are more likely to select majors in social sciences, humanities, and health-related fields (Porter & Umbach, 2006;Simpson, 2001).”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentUndecided students were more likely to identify occupational preparation or a desire to become educated as reasons for attending college.
“For example, undecided students were more likely to identify occupational preparation or a desire to become educated as reasons for attending college (Gordon & Steele, 2003).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gordon & Steele, 2003 source
May combine two claims.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentFamilies with high socioeconomic status secure advantages for their children and influence college major decisions through family work values, risk aversion, academic support, and preparation for college.
“Families with high socioeconomic status secure advantages for their children and influence college major decisions through family work values, risk aversion, academic support, and preparation for college (Ma, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ma, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentMultiple studies have found that men are more likely than women to major in business, science, math, and engineering.
“Multiple studies have found that men are more likely than women to major in business, science, math, and engineering (Leslie et al., 1998;Mullen, 2014;Porter & Umbach, 2006).”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Leslie et al., 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Mullen, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Porter & Umbach, 2006 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentResearch has shown mixed results about differences between undecided and decided students regarding persistence.
“Research has shown mixed results about the differences between undecided and decided students regarding academic achievement (Anderson et al., 1989;Foote, 1980;Leppel, 2001) and persistence (Foote, 1980;Lewallen, 1994;Spight, 2022).”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Foote, 1980
- cites Lewallen, 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Spight, 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentStudents with more liberal views were more likely to select a non-science major.
“Political views might also play a role: Students with more liberal views were more likely to select a non-science major (Porter & Umbach, 2006).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Porter & Umbach, 2006 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentAs many as 75% of college students will change their major at least once.
“As many as 75% of college students will change their major at least once (Gordon & Steele, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gordon & Steele, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentOrndorff and Herr (1996) found undecided students scored lower on career development activities such as identifying and exploring values, major decidedness, and career decidedness.
“Orndorff and Herr (1996) found undecided students scored lower on career development activities-such as identifying and exploring valuesmajor decidedness, and career decidedness.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Orndorff and Herr (1996) source
Probably not a substantial claim: may not pass S4 (based).
InterpretationreasoningRespondents who might have felt compelled or persuaded to select a major on their campus before they were truly ready would not be bound by those pressures when completing this survey.
“Further, any respondents who might have felt compelled or persuaded to select a major on their campus before they were truly ready would not be bound by those pressures when completing this survey.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentIn SCCT, student background characteristics and differential access to career information or opportunities inform early learning experiences, which influence self-efficacy and outcome expectations.
“In SCCT, student background characteristics (e.g., socioeconomic status, parental education) and differential access to career information or opportunities (e.g., role model exposure, support for activities) inform early learning experiences, which influence selfefficacy and outcome expectations (Lent et al., 1994).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lent et al., 1994 source
Probably not a substantial claim: may not pass S4 (based).
Study design and conductnone givenNo major differences in the survey designs or administration procedures between the 2016 and 2017 survey administrations would impact the analyses.
“No major differences in the survey designs or administration procedures between these two survey administrations would impact our analyses.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationThe CIRP Freshman Survey has been administered annually for more than 50 years to more than 15 million students and is widely used in research studies and institutional assessments.
“This survey has been administered annually for more than 50 years to more than 15 million students and is widely used in research studies and institutional assessments (Higher Education Research Institute [HERI], 2023).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Higher Education Research Institute [HERI], 2023
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentIn SCCT, learning experiences, contextual influences, self-efficacy, and expectations create the foundation for career and educational interests.
“The learning experiences, contextual influences, self-efficacy, and expectations create the foundation for career and educational interests (Lent et al., 1994).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lent et al., 1994 source
Classified as probably not a substantial claim. May combine two claims.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentIn SCCT, self-efficacy, outcome expectations, goals, gender, ethnicity, and social supports contribute to developing interests, decision-making, and success within career and educational applications.
“SCCT suggests that all these variables contribute to developing interests, decision-making, and success within career and educational applications (Lent et al., 2000).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lent et al., 2000 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe survey question about intended college major was phrased so that respondents were free to mark what they intended to choose as a major, even if institutional restrictions might have prevented them from doing so upon college entry.
“The question was phrased so that respondents were free to mark what they intended to choose as a major, even if institutional restrictions might have prevented them from doing so upon college entry.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major StudentSocial Cognitive Career Theory (SCCT) highlights the interpersonal and contextual variables that influence the career choice process among young adults.
“SCCT highlights the interpersonal and contextual variables that influence the career choice process among young adults (Lent et al., 1994).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lent et al., 1994 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningThe weights were normalized to avoid false effects due to inflated sample sizes.
“We also normalized the weights to avoid false effects due to inflated sample sizes.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationPrior research defines an AUC greater than .90 as excellent.
“which prior research defined as having an AUC greater than .90(Scruggs, 2013;Trost et al., 2012).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Scruggs, 2013 source
- cites Trost et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningOur large sample size led us to use a more stringent criterion for variable inclusion (p < .01).
“Our large sample size led us to use a more stringent criterion for variable inclusion (p < .01).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationGraunke et al. (2006) identified the benefits of being undecided if students' commitment to the institution and desire to complete a degree were high.
“Graunke et al. (2006) identified the benefits of being undecided if students' commitment to the institution and desire to complete a degree were high.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Graunke et al. (2006) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataThe study captured students at one point and does not know whether initial undecided status played any role in their college success.
“Another limitation is that we captured these students at one point and do not know whether this initial undecided status played any role in their college success.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductown dataThe study offers more predictors and odds ratios of undecidedness across a wider variety of student characteristics, values, and experiences.
“This study offers more predictors and odds ratios of undecidedness across a wider variety of student characteristics, values, and experiences.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationTalking with students about career and major uncertainty eases the anxiety such uncertainty may create.
“easing the anxiety such uncertainty may create (Gordon & Steele, 2003;Hagstrom et al., 1997).”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Study design and conductnone givenUndecided students may feel compelled to indicate a major on the survey.
“One potential limitation of this study is that undecided students may feel compelled to indicate a major on the survey.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based).
Study design and conductnone givenThe study's sample is representative of first-year college students at four-year institutions.
“This study of a representative sample of first-year college students at four-year institutions”
Quote in the paperNot a substantial claim- Rests on an assumption: There is a gap in research on undecided students because of the time elapsed since they have been studied on a national scale.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Study design and conductreasoningUndecidedness may be more fluid than can be captured by a dichotomous variable.
“In other words, undecidedness may be more fluid than can be captured by a dichotomous variable.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
InterpretationreasoningLower-income students may feel the pressure of not delaying their progress or extending their time to degree by being undecided.
“Lower-income students may feel the pressure of not delaying their progress or extending their time to degree by being undecided.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
Study design and conductnone givenThere may be students who selected undecided but are nearly certain about their major choice or are choosing between clear options.
“Conversely, there may be students who selected undecided but are nearly certain about their major choice or are choosing between clear options.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
PremisecitationTalking with students about their career and major uncertainty helps normalize the developmental and exploratory experience.
“Talking with students about their career and major uncertainty also helps normalize the developmental and exploratory experience (Grites, 1981;Titley & Titley, 1980)”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Grites, 1981
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Titley & Titley, 1980
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningThe study does not know if undecided students conceptualized moving from undecided to a major as a change in their major.
“In response to the question measuring the likelihood of changing major, we do not know if undecided students conceptualized moving from undecided to a major as a change in their major.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Research on undecided majors is dated.
“Research on undecided majors is dated.”
The paper relies on this without support.
The literature focused more on predictors of decided majors than on variables related to students who select undecided as a major choice.
“While our study examines variables related to students who select undecided as a major choice, the literature focused more on predictors of decided majors.”
The paper relies on this without support.
Research on undecidedness is often conflated with career uncertainty.
“Additionally, research on undecidedness is often conflated with career uncertainty.”
The paper relies on this without support.
More recent research on undecided students focuses on programs and experiences rather than individual student characteristics.
“More recent research on undecided students focuses on programs and experiences rather than individual student characteristics.”
The paper relies on this without support.
Students who self-identify as undecided are only a portion of the students in college who are unsure of their academic and career plans.
“Students who self-identify as undecided are only a portion of the students in college who are unsure of their academic and career plans.”
The paper relies on this without support.
The economic and national conditions were similar in 2016 and 2017.
“The economic and national conditions were arguably similar in 2016 and 2017.”
The paper relies on this without support.
The sample is nationally representative of U.S. first-time, full-time, first-year college students.
“This study explores the characteristics of incoming undecided students within a nationally representative sample of U.S. first-time, fulltime, first-year college students.”
The paper relies on this without support.
Much of the literature on undecidedness is dated.
“Research has found correlations or suggested potential areas related to undecidedness; however, much of this literature is dated.”
The paper relies on this without support.
There is a gap in research on undecided students because of the time elapsed since they have been studied on a national scale.
“This study of a representative sample of first-year college students at four-year institutions contributes to the gap in the research on undecided students because of the time that has elapsed since these students have been studied on a national scale.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Overall prediction accuracy differs between text and table
MajorThe text reports that the model correctly predicted 88.0% of cases, while Table 1 reports 92.5% for the same model.
“The model correctly predicted 88.0% of the cases (see Table 1).”
“| Percent correctly predicted | | 92.5% | | |”
Not all remaining predictors have negative associations
MinorThe statement says all remaining variables predict lower odds of being undecided, but attending a first-choice college and being prelaw have odds ratios greater than one.
“In contrast, all the remaining variables in the model were predictive of being less likely to be undecided.”
“| Attending your first choice college | .171 | .025 | 1.186 | *** | | Prelaw | .156 | .050 | 1.168 | ** |”
Science-related career effect is overstated
MinorThe reported odds ratio of .716 corresponds to 28.4% lower odds, rather than 34% lower odds.
“students who "definitely" plan for that type of career were 34% less likely to be undecided.”
“| Definitely planning on having a science-related | À.335 | .042 | .716 | *** |”
Largest reported reduction for the science-contribution goal is too high
MinorRelative to the essential category, the lowest odds ratio shown is .666, corresponding to 33.4% lower odds-not the stated maximum of 41%.
“Those who said that making a theoretical contribution to science was anything less than "essential" (i.e., very, somewhat, or not important) were between 10% and 41% less likely to be undecided.”
“| Very important | À.406 | .060 | .666 | *** |”
Claim of p < .001 for all other predictors conflicts with table
MinorThe text assigns p < .001 to all other predictors, but Table 1 marks prelaw with ** rather than ***, indicating the less stringent p < .01 level.
“All other predictors in the model were significant at the (p < .001)level”
“| Prelaw | .156 | .050 | 1.168 | ** |”
Career-training effect is overstated
MinorThe odds ratio of .764 for "somewhat important" corresponds to 23.6% lower odds, rather than 27%.
“Those who said that attending college to get training for a specific career was "somewhat important" were 27% less likely to be undecided.”
“| Somewhat important | À.269 | .047 | .764 | *** |”
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“Research has shown mixed results about the differences between undecided and decided students regarding academic achievement (Anderson et al., 1989; Foote, 1980; Leppel, 2001) and persistence (Foote, 1980; Lewallen, 1994; Spight, 2022).”
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“…undecided students based on student background characteristics, making it dif fi cult for advisors to determine patterns by subgroups, including race (Anderson et al., 1989), high school GPA, test scores (Anderson et al., 1989; Baird, 1967), or parental education (Pearson & Dellmann-Jenkins, 1997).”
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“Graunke et al. (2006) identi fi ed the bene fi ts of being undecided if students ’ commitment to the institution and desire to complete a degree were high.”
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“Research has shown mixed results about the differences between undecided and decided students regarding academic achievement (Anderson et al., 1989; Foote, 1980; Leppel, 2001) and persistence (Foote, 1980; Lewallen, 1994; Spight, 2022).”
The Advanced Undecided College Student: A Qualitative Study
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“Talking with students about their career and major uncertainty also helps normalize the developmental and exploratory experience (Grites, 1981; Titley & Titley, 1980), easing the anxiety such uncertainty may create (Gordon & Steele, 2003; Hagstrom et al., 1997).”
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Issues in advising the undecided college student
Gordon, V. N. (1994) · Medical Entomology and Zoology · Cited by 11 · see citing works
Scruggs, P. W. (2013) · Journal of Physical Activity and Health · doi:10.1123/jpah.10.5.734 · Cited by 11 · cited 1× · see citing works
“We also performed a ROC analysis and found that the model was excellent (area under the curve [AUC] ¼ .904, 95% con fi dence interval: .902 – .907, p < .001), which prior research de fi ned as having an AUC greater than .90 (Scruggs, 2013; Trost et al., 2012).”
Undeclared Versus Declared: Who Is More Likely to Graduate?
Spight, D. B. (2019) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025119879881 · Cited by 7 · see citing works
(2019) · The Academy of Educational Leadership Journal · Cited by 4 · see citing works
Flagged first, then by citations
Research works printed but not linked: 2
- Grites, T. J. (1981). Being “undecided” might be the best decision they could make. The School Counselor, 29(1), 41– 46. https://www.jstor.org/stable/23901105
- Pearson, C., & Dellmann-Jenkins,M. (1997). Parental influence on a student’s selection of a college major. College Student Journal, 31(3), 301– 313.
Cited by
Sorted by citations
Course Program Migration and External Transfer Analysis in Davao Oriental State University
Ramos, S. D. L., Dalagan, S. E., Jr., & Lugo, M. G. R. (2025) · East Asian Journal of Multidisciplinary Research · doi:10.55927/eajmr.v4i4.117
“These results corroborate findings by Marade & Brinthaupt (2018), Denice (2021), and Harper et al. (2023), who underscore the complexity of academic decisions influenced by both individual and structural factors.”
STEM joiners and STEM leavers in transfer pathways: predictors of undergraduate degree attainment
Wu, J., & Chen, Y. A. (2026) · International Journal of STEM Education · doi:10.1186/s40594-026-00627-w · Cited by 1 · see citing works
“When major choices are aligned with students’ career aspirations, they may also lead to higher graduation rates and a continued pursuit of the chosen careers after graduation (Harper et al., 2023; Kreysa, 2006; Micceri, 2001; Murphy, 2000; Spight, 2022).”
Feeling the Best Fit: The Role of Emotions in College Decisions
Garcia, M. (2026) · Sociology of Education · doi:10.1177/00380407261470787
- Authors
- Harper, C. E., Orr, R., & Stolzenberg, E. B.
- Affiliations
- University of Missouri (US)
- Higher Education Research Institute at CRESST
- Corresponding author
- Harper, Casandra E.
- Venue
- NACADA journal
- Published
- 2023-12
- Volume
- 43
- Issue
- 2
- Pages
- 136-145
- ISSN
- 0271-9517 (ISSN-L)
- 2330-3840
- OpenAlex
- W4392608608
- Semantic Scholar
- 8a8f7c068f0eac7515f47193df6afb411a515ac0
- Cited by
- 3
- References
- 37
- Citations by year
- 2026: 2 · 2025: 1
- FWCI
- 2.21
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- NACADA Journal (publishedVersion)
- Funders
- National Academic Advising Association
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education and Employability
- Keywords
- academic advising, college major choice, career indecision, student demographics, student identity, first-year students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-20.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-20.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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