Does the New College Entrance Examination Reform Promote the Freshmen Adaptation?The Influencing Mechanism of Policy Identification on Major Adaptation among College Freshmen
Initiated in 2014,China's reformed College Entrance Examination(CEE)aims to create a more interconnected and flexible educational system,facilitating smoother transitions between educational stages.This study investigates the impact of the reformed CEE on freshman adaptation to university majors,a key indicator of successful high school to college transition.Specifically,it examines the mediating role of Social Cognitive Career Theory(SCCT)constructs—professional decision-making self-efficacy and outcome expectancy—in the relationship between CEE policy identification and major adaptation.The study utilizes representative policy measures,namely Subject Optional Policy(SOP)and Major Priority Policy(MPP),to capture students'perceptions and experiences related to the reformed CEE.Findings indicate that freshmen who experienced the reformed CEE demonstrate positive major adaptation,suggesting successful policy implementation.Overall,identification with the reformed CEE policies significantly and positively predicts major adaptation,highlighting the enduring impact of these reforms.However,the direct effect of perceived MPP on major adaptation is not statistically significant.Importantly,professional decision-making self-efficacy and outcome expectancy mediate the relationship between policy identification and major adaptation,although the specific mediating patterns differ between SOP and MPP.These findings underscore the importance of fostering student autonomy and agency within the new CEE system.Recommendations for policymakers include strengthening policy advocacy and communication efforts while continuously refining policy design to optimize student outcomes.
new college entrance examinationmajor adaptationpolicy identificationtransition from high school education to college educationself-efficacyoutcome expectancy
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