College experiences and outcomes of undergraduate major switchers in China

In China, most universities restrict students from freely switching majors, implementing a selective major-switching policy that permits only high-achieving students to switch their majors. This policy provides a unique opportunity to examine the potential impact of switching majors on high-achieving undergraduate students. Utilizing data from the China College Student Survey of University A, the study compared the differences in college experiences and outcomes between major switchers and general students to assess the impact of switching majors on high-achieving students' learning. The results indicate that major switchers exhibited enhanced academic emotions and engagement both inside and outside the classroom, and did not face significant challenges regarding interaction with students and teachers. Although some students experienced a decline in grades after switching majors, their overall academic performance remained at the forefront. In conclusion, the impact of switching majors on high-achieving students is more beneficial than detrimental, as it enhances students' learning emotions and engagement without bringing other negative consequences. Therefore, it is recommended that universities further increase the proportion and opportunities for major switching, allowing more students to switch to their preferred majors, while providing comprehensive and effective support for the academic and social adjustment of students who switch majors.