Disentangling Trait Affect From Situational Affect in the Prediction of Academic Major Satisfaction

This study clarifies the role of emotions in determining college students’ satisfaction with their choice of academic major by separating trait affect from situational affect. Students (N = 196) first completed a measure of trait affect administered via an online survey. Two weeks later, on a second survey, they reported the frequency of positive and negative emotions they experienced in major-related classes (i.e., situational affect) and a measure of academic major satisfaction. Emotions experienced in classes were associated with major satisfaction after controlling for trait affect, suggesting satisfaction is not merely a function of disposition. This finding suggests interventions targeting emotions could hold promise as a way to facilitate major satisfaction.