ABSTRACT

The purpose of this study was to determine what kind of effect having a career
decision in mind has on academic performance. The Academic Discovery Center will
use this research to increase their effectiveness with helping students. Data was
gathered through a survey sent out to a random sample of 300 students at Brigham
Young University Idaho, with 39 completed responses. The survey asked questions
about GPA, the level of certainty and satisfaction of the chosen career or major, and
factors that may have influenced the decision making process. The responses of
those who did have a career in mind were contrasted with the responses of those
who did not. There were five findings from this study.
Finding 1: Those who have a career in mind have a better GPA on average than
those who dont.
Finding 2: Certainty and satisfaction in a chosen field of study was greater among
those who did have a career in mind.
Finding 3: Certainty and satisfaction in a chosen career or major have an impact on
GPA.
Finding 4: Certainty and satisfaction in a chosen career of major have a strong
relation.
Finding 5: Career choice factors with a negative impact on GPA were ranked higher
with those who dont have a career in mind.
In conclusion, there are benefits to having a career in mind while in school. Some of
the benefits are increased academic performance, certainty, and satisfaction.

FINDINGS
Finding 1: Those who have a career in mind have a better GPA on average than
those who dont.
Students who took the survey indicated whether or not they had a career in mind
and then self-reported their GPA. The GPAs of those who indicated they had a career
in mind were contrasted with those who said they didnt have a career in mind. The
respondents who answered that they had a career in mind had an average GPA of
3.54. Respondents who did not have a career in mind had an average GPA of 2.76.
The difference in GPA scores of the two groups were significant and not random (p
value = 0.0017). Students who did not have a career in mind had a low GPA of 0.5
and a high of 3.7. 40% of these students had a GPA of 3.5 or greater. Students with
a career in mind had a low GPA of 2.4 and a high of 4.0. 65.5% of students with a
career in mind had a GPA of 3.5 or higher, and 20.7% of these students had a GPA
of 4.0. The median scores for the GPA of those with a career in mind was 3.7 and for
those without had a 3.0. It is apparent that having a plan in mind for what career
one is going to pursue does have an effect on their academic performance.

Finding 2: Certainty and satisfaction in a chosen field of study was greater among
those who did have a career in mind.
The survey had a slider scale with values 1 to 100. Students would rate their
certainty of their chosen career for those who had one in mind. Those who did not
would rate their certainty of their chosen major. Students would then rate their
satisfaction of their career or major using the same scale. Those who had a career
plan were more satisfied and certain with their decision. On average, those with a
career plan rated their certainty at 85 and satisfaction at 86. For those who did not
have a career in mind, they expressed less satisfaction and more uncertainty with
what they were doing. The average rating these students indicated was a 64 for
certainty and 67 for satisfaction. The lowest reported certainty score was 50 for
someone who had a career in mind and 10 for one who did not. The lowest
satisfaction score was 43 for someone who had a career in mind and 10 for one who
did not. The median score for how certain they were with their choice was a 90 for
those who knew what they wanted to do. Satisfaction had the same median. The
median scores for certainty and satisfaction among students without a career in
mind was 80 and 80.5 respectively. It can be said that certainty and satisfaction are
higher when one knows what they want to do for a career (certainty p value =
0.009, satisfaction p value = 0.008).
Finding 3: Certainty and satisfaction in a chosen career or major have an impact on
GPA.
For both students with and without a career in mind, how certain and satisfied one
was had an impact on how well they did in school. The greater a students certainty
is, the better their grades will be. This is also true for satisfaction. Satisfaction was a
little less influential than certainty of a chosen field (Certainty R 2 value = 0.121 and
satisfaction R2 value = 0.108). Both still have a large impact. Each could potentially
make an entire letter grade difference each. Combined, these could make the
difference between a 2.0 to a 4.0. In addition to this, GPA scores were more
scattered the lower certainty or satisfaction was. The more certain or satisfied
someone is with their career or major choice, the more certain it is that they will
perform well. Those who did not have a career in mind tend to have less predictable
GPAs as well as their certainty and satisfaction. When the responses of the two
groups are divided, those who do not have a career in mind are less influenced by
how certain and satisfied they are (Certainty: career in mind R 2 value = 0.062, no
career in mind R2 value = 0.11. Satisfaction: career in mind R2 value = 0.036, no
career in mind R2 value = 0.019). This data shows GPAs become higher as the more
certain and satisfied someone is with their decision.
Finding 4: Certainty and satisfaction in a chosen career of major have a strong
relation.
Certainty and satisfaction are two subjects that have been mentioned frequently
together. Each of these subjects were measured independent of the other, but they
have a very strong correlation. The two had close to parallel scores, and often were
given the same score in a response (R2 value = 0.779). Those who do not have a
career plan, their certainty and satisfaction have an even closer relation than those

who do (no career in mind R2 value = 0.849, career in mind R2 value = 0.566). This
may be because those with a career in mind have additional factors influencing
their commitment to their current pursuit aside from satisfaction, unlike those who
have not yet decided on a future career. Nonetheless, for both, the relationship
between the two appears to be closer than all other factors combined. Whether
certainty is the cause or effect of satisfaction is unclear. There may be an additional
variable or variables that have a strong impact on both, such as the mindset after
making a decision.
Finding 5: Career choice factors with a negative impact on GPA were ranked higher
with those who dont have a career in mind.
Those who took the survey were asked to indicate how much influence certain
factors had on choosing a career or major. These factors are financial potential,
related hobbies or jobs, skills or aptitude in that field, passion for the work or
subject, expectations of friends or family, ability to choose ones work schedule, and
the ability to work from home. Some factors have a positive influence on GPA. These
are, starting with the greatest impact to least, skills and aptitude (R 2 = 0.051),
previous job or hobby (R2 = 0.030), and passion (R2 = 0.030). Factors with a
negative influence were, from most detrimental to least, ability to work from home
(R2 = 0.042), ability to choose hours (R 2 = 0.038), potential to make an income (R 2
= 0.020), and expectations of friends or family (R 2 = 0.001). These negative factors
had a greater influence on the decision making process. Expectations and finances
werent significantly different between the two mind sets, but they were higher
among those who dont have a career plan (finance p value = 0.34, expectations p
value = 0.18). However, the two most negatively influential factors were
significantly higher among those who dont have a career plan (work from home p
value = 0.03, choosing hours p value = 0.001). Factors that positively affect GPA
were the least influential in decision making, passion be the least of these. These
factors had about the same amount of influence on all students, regardless of if
they had a career in mind or not.

Finding 1: Those who have a career in mind have a better GPA on average than
those who dont.
Students who took the survey indicated whether or not they had a career in mind
and then self-reported their GPA. Those who have a career in mind have an average
GPA of 3.54. Those who dont have a career in mind have an average of 2.74.
Students who did not have a career in mind had a low GPA of 0.5 and a high of 3.7.
Students with a career in mind had a low GPA of 2.4 and a high of 4.0. 20.7% of
these students had a GPA of 4.0. The median scores for the GPA of those with a
career in mind was 3.7 and for those without had a 3.0. It is apparent that having a

plan in mind for what career one is going to pursue does have an effect on
academic performance.
Finding 2: Certainty and satisfaction in a chosen field of study was greater among
those who did have a career in mind.
The survey had a slider scale with values 1 to 100. Students would rate their
certainty of their chosen career for those who had one in mind. Those who did not
would rate their certainty of their chosen major. Students would then rate their
satisfaction of their career or major using the same scale. Those who had a career
in mind were more certain they wanted to do that kind of work and were more
satisfied with it. The average scores of those who know what they want to do for a
career was 85 for certainty and 86 for satisfaction. For those who did not have a
career in mind, they indicated a lower certainty and satisfaction. The average score
for them was a 64 for certainty and 67 for satisfaction. The lowest reported
certainty score was 50 for someone who had a career in mind. For those who did
not, the lowest score was 10. It can be said that certainty and satisfaction is higher
when one knows what they want to do for a career.
Finding 3: Certainty and satisfaction in a chosen career or major have an impact on
GPA.
For both students with and without a career in mind, the level of certainty and
satisfaction have an impact on their academic performance. The greater a students
certainty is, the better their grades will be. This is also true for satisfaction. The
level of influence is great. Theoretically, it can make the difference of up to two
letter grades. Those who did not have a career in mind tend to have less predictable
GPAs, certainty, and satisfaction. Those who have a career plan tend to be more
positively influenced by their satisfaction with their choice and how certain they are
with it. The data shows that people do better in school they are more certain with
what they are doing and more satisfied with it.
Finding 4: Certainty and satisfaction in a chosen career of major have a strong
relation.
Certainty and satisfaction are two subjects that have been mentioned frequently
together. Each of these subjects were measured independent of the other. The
results of the survey show that these two subjects are closely related. The two had
close to parallel scores, and often were given the same score. Those who dont
know what they want to do for a career are more likely to be committed to a major
based on their satisfaction than those who have a career plan. This may be because
those with a career in mind have additional factors influencing their commitment to
their current pursuit aside from how much they enjoy what they do. Whether
certainty is the cause or effect of satisfaction is unclear. There may be an additional
variable or variables that have a strong impact on both.
Finding 5: Career choice factors with a negative impact on GPA had a greater degree
of influence with those who dont have a career in mind.

Those who took the survey were asked to tell what factors they considered when
choosing a career or major. These factors are the financial potential of an
occupation, related hobbies or jobs one has, skills in that field, passion for the work
or subject, expectations of friends or family, the ability to choose ones work
schedule, and the ability to work from home. Some factors in choosing a career or
major have a good influence on grades. The primary ones include previous
experience, skills, and passion in that field. These factors had about the same
amount of influence on all students, regardless of if they had a career in mind or
not. Other factors have a negative impact on GPA. The two most significant ones
were the ability to work from home and to choose ones schedule. These factors
ranked much higher among those who havent chosen a career yet.

CONCLUSION
The data from this study suggests that students who have a career in mind while in
school benefit more than those who don't. The benefits of students that have a
career in mind while studying at school include greater certainty, greater
satisfaction, and overall higher academic performance. This seems to come from
having purpose and direction in their education. Essentially, having a career
decision improves the experience one has while in school. It is therefore
recommended that the Academic Discovery Center use this information to help
students. Students themselves should also consider the implications of this study.

The first recommendation would be to put more emphasis on career preparation.

Students entering into school should be encouraged to make a decision. The school
could use career placement tests to help students understand where they might like
to go with their education. The use of career workshops and career exploration tools
would also be advisable. These could possibly be included in introductory events at
the school to help new students. Guidance counselors and advisors should be
emphasized as valuable resources to students. With these tests, workshops, tools,
and advisory help, investigating how certain and satisfied students are would be
important. Also, they should explore the students motives and the factors
influencing their decision making process. These could then be used to help identify
what possible careers. The key to be effective in this process is to get a fair and
accurate understanding of the individual.
Another recommendation would be to include career information more in courses.
This could benefit students by helping them to understand more about their field of
study. They could then better assess their current plan to see if they would be
satisfied with continuing and if they are certain that is the direction they would like
to go. It may be beneficial to create a foundations course with curriculum based on
career preparation and planning for those who are unsure of what they want to do
after school. This could also be made to include those with a major and career
chosen. It is also possible that each major has a career planning and preparation
course.
Further, it would be a good idea to encourage students to make decisions based on
factors such as passion, skills, experience, and satisfaction. Course instructors could
incorporate into assignments, work that would help to accomplish this. For example,
as is being done, the communications department encourages and sometimes

requires students to write blogs about a subject of their choice (find your voice is
often what is said about this). This is a good idea and should perhaps be
emphasized more. Other assignments should follow a similar pattern as much as is
possible.
In regards to students, much of this is dependent on them. The Academic Discovery
Center, and university as a whole for that matter, can only do so much to help
students. It is up to the students to use the resources made available and take into
consideration what they are encouraged to do. The university should do what it can
to promote these things, but it may be challenging to convince the students that it
is worthwhile for them.
Students should realize the benefits that come from having a career in mind. If
students come to school without a plan, they should spend much of their time in
school making plans and decisions. If resources are not available, they can find
helps online. If one chooses a major for exploration purposes, they should look long
term what the career possibilities are. They should remain open minded and look
into other possible careers, and not majors alone. For those who do come to school
with a career plan should consider how satisfied they are with what they are doing
and how certain they are that they would want to continue pursuing that career. In
short, students should not hesitate or put off making decisions regarding future
careers.
In addition to considering and deciding on what they want to do, students should
consider the reasons behind their choices. Whereas making a decision is a good
idea, if its not a good decision, this could cause problems. Much of the focus on
career or major decisions is highly influenced by factors that have a negative

impact on academic performance. Students should understand what they should

look for in a career and what would best suit them. They should base choices on
passions and interests, job experience or hobbies, or skills. Some factors should be
considered if they have any degree of relevance. Other factors could (and should)
be considered as well, including factors that might deter them from a career.
Students should make choices that are fitting to them and they should find a choice
that they will be highly satisfied with.
This study has much more that can be derived from the data already gathered. The
possibilities and relationships within the data gathered have not been adequately
reviewed. Some of these include how career choice factors affect the certainty and
satisfaction a student has with the field of study they are in. Also, the period of time
a student had a career in mind was not analyzed with any other data. There is more
to be discovered from this study without further gathering of data.
This study is also a general study. Different areas of this study could be more
thoroughly studied and would yield valuable results. For example, what makes a
student certain of a career should be looked into. It should answer the question of
what factors do students base their confidence and commitment to a decision on.
Satisfaction should be investigated further likewise. A major study could be done by
searching deeper into the basic research done to discover how much certain factors
influenced a students career choice. There is likely other factors, and these should
be discovered. Also, why certain factors weigh more heavily than others could offer
much insight into how students view the purpose of a career or major. Studies could
be done to learn why some factors affecting the career decision making process
affect GPA whether for better or for worse.

There is another study that is highly recommended. The study should aim to
discover why some students havent decided what they plan to do after college.
This would bring additional insight to this study. It would help the Academic
Discovery Center in properly approaching the recommendations given in this study.
In addition to this, this study would also bring insights into how students view and
treat their educational opportunities.
Furthermore, it would be a powerful study to see the long term effects decision
making has. Questions that could be answered by this study include: is GPA a fair
assessment of ones qualifications? How many get their desired career? How long
did it take them to get their job? What factors lead to getting their desired career?
How do these factors affect their performance in their career? Does having a career
plan while in college bring benefits beyond that of their educational experience?
The information obtained through such a study could add much validity, clarity, and
value to the research done in this study.
Decision making is powerful. It can make a significant difference in education.
Direction and purpose can motivate a student to learn more and work harder. This
could have long lasting impact. The end goal of education is to prepare someone for
the work world in their chosen field. Both student and university should recognize
this. It should be the foundation of the actions each take. Students should quickly
make a career plan, but not be hasty or rash in their decision. This is where the
recommendations for tools and resources offered by the university come in. By
placing more focus on the desired outcome, schooling could become more effective
and beneficial. Students can become better prepared for, more satisfied with, and
confident in what they choose to do after college by planning for it while in college.

Deciding on a career should be a priority to students and an objective of the

university.

Graphs we need:
-

GPA for careers and no (Bar) F1

Having a career in mind vs. no career in mind (GPA)

4
3.5
3
2.5
2
1.5
1
GPA
0.5
0

3.54
2.76

Certainty careers and no (bar) f2

Having a career in mind vs. no career in mind (Certainty)

Level of certainty

90 84.72
80
64.22
70
60
50
40
30
20
10
0

Satisfaction careers and no (bar)f2

Having a career in mind vs. no career in mind (Satisfaction)

100
90 86.1
80
70
60
50
40

Level of satisfaction

30
20
10
0

Certainty GPA (scatter) f3

66.5

Certainty and GPA

12
10
8

Certainty

6
4
2
0

0.5f(x) =
1
R = 0

1.5

2.5

3.5

4.5

4.5

GPA

Satisfaction GPA (scatter) f3

Satisfaction and GPA

120
100
80

Satisfaction

f(x) = 9.56x + 49.11

R = 0.11

60
40
20
0

0.5

1.5

GPA

Certainty GPA career and no (scatter) f3

2.5

3.5

Certainty and GPA

(Career in mind vs. no career in mind)
150
100

Certainty

f(x) = 17.02x + 8.24

R = 0.15

50
0

0.5f(x) =
1
R = 0

1.5

2.5

3.5

4.5

GPA

Career in mind

Linear (Career in mind)

No career in mind

Linear (No career in mind)

Satisfaction GPA career and no (scatter) f3

Satisfaction and GPA

(Career in mind vs. no career in mind)
120
100
80

Satisfaction

f(x) = - 1.84x + 72.52

R = 0

60
40
20
0

0.5f(x) 1
=
R = 0

1.5

2.5

3.5

GPA

Career in mind

Linear (Career in mind)

No career in mind

Linear (No career in mind)

Certainty satisfaction (scatter) f4

4.5

Certainty and Satisfaction

120
100
80

Certainty

f(x) = 0.38x + 50.82

R = 0.15

60
40
20
0

20

40

60

80

100

120

Satisfaction

Certainty satisfaction career and no (scatter) f4

Certainty and Satisfaction

(Career in mind vs. no career in mind)
120
100
80

Certainty

f(x) = 0.28x + 44.22

R = 0.02

60
40
20
0

20=
f(x)
R = 0

40

60

80

100

Satisfaction

Career in mind

Linear (Career in mind)

No career in mind

Linear (No career in mind)

Factors influence career and no (bar) f5

120

Factors Affecting Career or Major Choices

Degree of influence

4.0
3.5
3.0
2.5
2.0
1.5 2.02.2
1.0
0.5
0.0

2.6

2.62.2

Career in mind

3.7
2.7

3.4
2.8
1.61.6
No career in mind

(+) Positive impact on GPA

(*) No impact on GPA
(-) Negative impact on GPA

Factors gpa (scatter) f5

Factor influencing decision - Skill and GPA

6
5
4

Skill - degree of influence 3

2

f(x) = 0.36x + 0.87

R = 0.05

1
0

0.5

1.5

2.5

GPA

3.5

4.5

3.6
2.3

Factor influencing decision - Finance and GPA

6
5
4

Finance - degree of influence 3

f(x) = - 0.08x + 2.93

R = 0

2
1
0

0.5

1.5

2.5

3.5

4.5

GPA

Factor influencing decision - Job/hobby and GPA

6
5
4

Job/hobby - degree of influence 3

2

f(x) = 0.31x + 1.42

R = 0.03

1
0

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

GPA

Factor influencing decision - Passion and GPA

6
5
4

Passion - Degree of influence 3

2
f(x) = 0.21x + 0.85
R = 0.03

1
0

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

GPA

Factor influencing decision - Expectations and GPA

6
5
4

Expectations - Degree of influence 3

2

f(x) = - 0.07x + 3.14

R = 0

1
0

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

GPA

Factor influencing decision - Choosing hours and GPA

6
5
4
f(x) = - 0.3x + 3.67
R = 0.04

Choosing hours - Degree of influence 3

2
1
0

GPA

Factor influencing decision - Work from home and GPA

6
5
4

f(x) = - 0.37x + 4.19

R = 0.04

Work from home - Degree of influence 3

2
1
0

GPA

For students with low academic performance being in the career or major of their
choice can potentially hurt them academically in the long run which could also lead
to potential difficulties in their life and future career.