Change trajectories of college students' interest in their major: Development of a domain learning interest scale for college students

Abstract

The present study aimed to develop a new measure appropriate for assessing college students' individual interests and to investigate change trajectories of their interest in their college major. In Study 1, which had 202 participants, a Domain Learning Interest Scale for College Students was developed, consisting of 3 subscales: Affect-related interest, value-related interest, and knowledge. Reliability was assessed using Cronbach's a. Confirmatory factor analyses supported the 3-factor structure (N=288). Positive correlations between intrinsic regulation, mastery goal, self-efficacy, and the Domain Learning Interest Scale for College Students provided evidence for the scale's construct validity (N=268). In Study 2, the latent curve model was used to analyze the longitudinal data obtained from 288 freshmen. The results indicated a slow downward trend in affect- and value-related interest, but a relatively rapid upward trend of knowledge, with high variability in mean levels and changes in affect-related interest. Gender differences in change trajectories were revealed in the value-related interest scores. Implications for studying the development of students' interests are discussed.