FORMATION AND DEVELOPMENT OF PERCEPTIONS ABOUT SELECTED MAJORS AMONG UNIVERSITY STUDENTS

Abstract

Perceptions about academic majors begin forming long before university entry and continue to evolve throughout the higher education experience. This article analyses how university students build and refine views about the majors they choose. It shows that early influences stem from family expectations, school counselling, peer norms and media images; personal interests and reasoning abilities are critical in considering multiple options. Students with strong self-knowledge and personal intelligence tend to evaluate a wider range of majors and decide more rapidly, whereas social pressures may lead to inaccurate expectations about certain professions. Once enrolled, perceptions are shaped by educational experiences, teaching quality, peer interactions, and institutional support. Professional identity, learning motivation, self-efficacy and university organisational support affect long-term engagement and career satisfaction. The paper also reflects on state initiatives in Azerbaijan that provide guidance during the admission process and highlights the need for transparent information to prevent misconceptions. The analysis suggests that balanced, evidence-based counselling combined with supportive learning environments helps students form realistic views and fosters commitment to their chosen fields.