Moderation of the relation between person–environment congruence and academic success: Environmental constraint, personal flexibility andmethod

Article history: Received 1 March 2011 Available online 9 March 2011 The relation of interest–major congruence to indicators of college success was examined as it was moderated by environmental constraint, individual flexibility, and congruence definition in an initial sample of 88,813 undergraduates (38,787 men and 50,026 women) from 42 different colleges and universities in 16 states. College achievement (GPA after 1 semester and 2 years), persistence (enrollment status after 1 year and after 2 years) andmajor persistence in year 3 were used as criteria of college success. The significance of congruence (i.e., Euclidean distance and profile correlation) and its moderators above that of measures of academic achievement (i.e., ACT scores) and gender were examined for each of the college outcome criteria using hierarchical modeling. Results indicated that both the environmental constraint of the major and the interest flexibility of the individual moderated the congruence–outcome relation for both types of congruence indices. There was a greater relation between congruence and college outcomes for those majors that had more homogeneity and were more differentiated (i.e., were more constrained) than for majors where this was not true. There was a stronger relation between congruence and college outcomes for those individuals with lower overall profile levels (i.e., low flexibility) than those with high. Findings point to the importance of interest–major congruence in the college outcome process, but also highlight the complexity of the congruence–outcome relation. © 2011 Elsevier Inc. All rights reserved.