Background
When central study contents do not correspond to student’s expectations such discrepancies play an important role for students’ wellbeing. Past research focused on the absolute value of discrepancies. Going beyond these approaches, the valence of the discrepancies must be considered. Expectation discrepancies (expecting less or more time allocation for specific contents than suggested by expert estimates) can be of positive or negative valence depending on the level of (dis)interest for these specific contents.
Hypotheses/Research Questions
Based on core ideas from person-environment-fit-theory, prospect theory and regulatory focus theory we postulate that beyond absolute interest, more positive expectation discrepancies relate to higher student wellbeing. Additionally, we hypothesize that differential expectation discrepancy scores (less of interesting, more of uninteresting, more of interesting, less of uninteresting – content than expected) individually relate to students’ wellbeing.
Sample Characteristics and Sample Size
To test these assumptions, 378 psychology students (87,6% female; Ø21.7years) participated in the study.
Design
We first assessed students’ expectations and interests for central contents of the major. Based on these ratings compared with expert estimates the valence of the expectation discrepancy was computed and reported back to the students. Finally, we assessed different indicators for students’ wellbeing, specifically satisfaction, affect and flourishing in their studies.
Results
As hypothesized, beyond the absolute level of interest, students were more satisfied with their studies and reported more positive and less negative affect the more positive their expectation discrepancies were. Less than expected of interesting content (vs. more of interesting, more/less of uninteresting) proved to be the most consistent predictor of students’ wellbeing beyond absolute interest.
Scientific Contribution
We demonstrate the importance of the valence of the expectation discrepancies for students’ wellbeing and discuss implications for theory and practice.