Changing majors or dropping out are of great concern to universities worldwide, but the role of learning approaches in terms of students’ persistence has not been previously studied. Changing majors, especially in chemistry, is a severe problem in Finland. Here, learning approach data were collected with the ChemApproach questionnaire from 733 bachelor-level students at four Finnish universities. Students intending to change majors showed stronger submissive surface approaches and weaker active deep approaches than those intending to persist in chemistry. The ChemApproach data were complemented with information on actual persistence and first-year grades from a smaller sample from one university (N = 177). A practical deep approach in chemistry studies combined with relatively high grades was shown to be connected to persistence, while a desire to change majors combined with high grades resulted in the actual changing of majors. A high submissive surface approach indicated students at risk of dropping out completely.

中文翻译：

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与学习方法和一年级成绩相关的研究持久性：芬兰大学化学专业学生的研究

换专业或退学是全球大学所关注的问题，但是以前从未研究过学习方法对学生坚持性的作用。换专业，尤其是化学专业，在芬兰是一个严重的问题。在这里，通过ChemApproach问卷从芬兰四所大学的733名学士学位学生中收集了学习方法数据。与打算坚持化学专业的学生相比，打算换专业的学生表现出更强的顺从表面方法和较弱的主动深层方法。ChemApproach数据得到了来自一所大学的较小样本的实际持久性和第一年级信息的补充（N= 177）。在化学研究中结合较高等级的实用的深层方法被证明与持久性有关，而改变专业与高等级相结合的愿望导致了专业的实际改变。高度顺从的表面方法表明学生有完全辍学的风险。