Promoting college student retention and career success remains a primary goal for higher education. Toward this end, we examined the role of goal congruity and self-connection in the extent to which students feel positivity toward their major. Specifically, we tested the role of self-connection in the relationship between goals and positivity toward college major among 188 college students. When we examined communal goals, a moderated indirect effect emerged, suggesting that communal goals related to self-connection only when students' majors did not provide communal affordances. For agentic goals, an indirect effect emerged such that endorsing agentic goals (regardless of agentic affordances) promoted self-connection. In both cases, self-connection then related to views toward one's major. These results suggest that communicating the communal value of majors to college students might promote self-connection and have positive implications for retention of college students. Furthermore, encouraging students to consider their communal and agentic goals might lead to feeling positively toward their major.

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目标一致性和对大学专业的积极性：自我联系的作用

促进大学生保留和职业成功仍然是高等教育的主要目标。为此，我们研究了目标一致性和自我联系在学生对其专业的积极态度方面的作用。具体而言，我们测试了 188 名大学生的自我联系在目标与大学专业积极性之间关系中的作用。当我们检查共同目标时，出现了一种适度的间接效应，表明只有当学生的专业不提供共同负担时，共同目标才与自我联系相关。对于代理目标，出现了一种间接效应，即支持代理目标（无论代理可供性如何）促进了自我连接。在这两种情况下，自我联系都与对自己专业的看法有关。这些结果表明，向大学生传达专业的共同价值可能会促进自我联系，并对留住大学生产生积极影响。此外，鼓励学生考虑他们的共同目标和代理目标可能会导致对他们的专业产生积极的感觉。