Study On Learning Process And Intented Graduation Chioces Of Undergraduates With Double Degrees

As a rational decision maker,after measuring their own personal abilities,preferences,assignable time and energy,and graduation intentions,undergraduate students will consciously choose the campus life that suits them best.Studying double majors and obtaining double degrees is one of their choices.College major plays an important role as a horizontal layering dimension of higher education in the development of vocational-related skills.This study focuses on the second major choice,major identity and study outcomes and connections between them.The study uses a mixed research method to construct a linear regression and logistic regression model for the factors influencing double-degree students' graduation intentions based on the study of their learning experiences.The research results show that the major of Literature,Science and Economics are the most popular among students,and the most popular disciplines are Humanities and Art.In line with the phenomenon that when undergraduates choose their academic major,there exits gender preference,there is also a gender difference in the choice of their second major that girls prefer the Humanities to boys.Family factors have no effect on the second major chosen by the students.The reason may be that the choice of their first majors dilutes the influence of family factors on the choice of their second major.The motivation of choice of double-degree students is mainly internal motivation and mixed motivation.There is little difference in the distribution of motivation types among students of different genders and family backgrounds.This conclusion is different from the existing researches on the motivation of students' major choice.In terms of major identity,there is no significant difference between the students' first major identity and the second major identity.Even the average score of the second major identity is higher than the first major major identity.The conclusion challenges the existing researches and consensus in education practices.The view that doubledegree students place the second major in a “subordinate” position is proved wrong.When measuring study outcomes,students' high-level skill acquisition,low knowledge achievements,and low personal development may explain the goal of the cultivation of ‘inter-disciplinary' talents is not well realized.The study also finds that students who have studied in two majors with deep crossed knowledge have higher general gains,but have lower achievements in the knowledge level compared with other students.This means that a more detailed guidance and more major combinations are required to provide for students.In the interpretation of the graduation intention variables,the study finds that the more students engage in the learning process,the more students expect to increase their monthly salary after graduation.This confirms the view of human capital theory.When choosing the direction of further studies,students with more positive emotion to the second major,their expected jobs are more likely to be consistent with the second major.While the choice of the industry is significantly related to the major of the student,and the choice of the second major reflects the initial motivation of the choice to a certain degree of utilitarian purpose.Internal factors motivated students will continue their initial choices after graduation,regardless of their gains in the study.In addition to the empirical analysis,in order to have a clearer positioning of the undergraduate double-degree education,and to better understand the cultivation goals of the dual degree students,this study summarizes the construction of the double-degree system in China based on its evolution.Conclusions are: China's current positioning of the double-degree system is not clear enough,the double-degree system construction is not complete enough,the students' status is not high enough.And the factors reflected in the empirical research that students with a higher major interest do not have higher gains,the study outcomes do not have enough effect on the students' graduation intentions,and the students tend to use the double degree diploma as a means to increase human capital without paying attention to learning efforts are the consequences of institutional defects.Finally,based on the results of empirical research and text analysis,this study draws on the experience of the University of California,Berkeley,and suggests that the distinction between double-degree and ‘major and minor' systems should be further clarified in China,academic consultants should be trained for doubledegree students,the barriers of major setting should continue to be broken,and the mobility of teaching resources between departments should be increased and students should be provided for more space to realize the freedom of learning.