Elección de la Carrera Universitaria y el Rendimiento Académico

Abstract

Choosing a university major is a key decision for young adults, as it shapes their professional path and influences how they adjust to academic life. This issue has gained growing relevance due to the increasing number of students entering higher education without adequate vocational guidance, a situation that often leads to low motivation, weak academic performance, and dropout. In Ecuador, this challenge is reflected in national assessment results and in the persistent difficulties students face in remaining in their programmers during the first semesters. This study examined the relationship between university major choice and academic performance among fourth-semester students in the Faculty of Human Sciences and Education at the Technical University of Ambato. A quantitative methodology with a descriptive and correlational scope was applied. The sample consisted of 210 students who completed structured instruments assessing factors associated with vocational decision-making, while academic performance was measured using the RAU scale. Data analysis was conducted through descriptive statistics and Spearman’s Rho correlation. The findings indicate a positive but weak association between the two variables. This suggests that choosing a major aligned with students’ interests, abilities, and motivations tends to support better academic performance, although external conditions—such as family environment, socioeconomic constraints, and limited access to professional guidance—also exert a strong influence. The study aligns with the Social Exclusion and Inclusion line of inquiry and offers an updated perspective on how career choice relates to academic achievement in higher education. As a final contribution, the research proposes a Social Work–based intervention aimed at strengthening academic support, fostering self-awareness, and improving vocational guidance processes