The role of situational affect in students’ academic major satisfaction

Abstract

We used survey data to examine the association of situational affect with academic major satisfaction among 386 college students. Positive and negative affect experienced in classes related to students’ majors were both significantly related to their major satisfaction, with positive affect having the stronger association. A hierarchical linear regression analysis revealed that positive and negative affect each had incremental validity over the other in the prediction of major satisfaction, and this held true even after controlling for students’ perceptions of fit with their majors. The association between positive affect and major satisfaction was moderated by year in school, with the association being strongest among first-year students. Even when students perceive their majors to be a good fit, counselors and educators are advised to help them explore ways to maximize positive emotions and effectively manage negative emotions they experience in courses and activities related to their majors.