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College students’ perceived overqualification and adaptation: A double-edged sword model

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Abstract

This study introduced the concept of perceived overqualification (POQ) to the group of college students. College entrance examination, which determines whether high school graduates can attend to universities, draws widely attention from students, parents and teachers in East Asia. Under collectivism culture, the results of the examination are given a broader social meaning. While we bestow glories and attentions on those who succeed, we know little about those who failed. In light of extant POQ studies and cognitive dissonance theory, we proposed a double-edged sword model of POQ’s effect on college students’ adaptation, and verified this model with longitudinal data. Results of path analysis revealed that learning motivation and life satisfaction mediated the relationship between POQ and adaptation, and those two indirect effects suppressed the effect of each other. Based on our findings, we critically discussed the meaning of POQ for individuals. Practical suggestions were also provided for school counsellors to help students who perceived themselves to be overqualified.

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Data Availability

Data is available upon request.

Notes

  1. The 4-year colleges and universities in China can be categorized into three different ranks: “Project 985”, “Project 211”, and “non 985 or 211”. Project 211, which granted more than 17 billion RMB to 118 selected universities, was launched in 1995. Later on, 34 universities, including Beijing University and Tsinghua university, were selected from “Project 211” list as “Project 985” for the purpose of building world-class universities (Zong & Zhang, 2019). With those financial and policy supports, “Project 985” universities developed much better than “non 985 or 211” universities since then. As proof, most “Project 985” universities are ranked from 17 to 600 on 2021 QS World University Rankings; by contrast, most “non 985 or 211 universities” do not have a place on it. “Project 985” universities have greater reputation among employers and graduate schools; therefore, many of them apply this trichotomy for resume selection. In the study, we use the term “selective universities” to refer to “Project 985 universities”, and the term “ordinary universities” to refer to “non 985 or 211 universities”.

  2. The phenomenon that employers select candidates based on their undergraduate schools instead of their final academic achievements, because it is commonly believed that Gaokao is a fair reflection of one’ capacity in China.

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Funding

This research was supported by: 2020 Undergraduate Teaching Reform Research Project of Shandong Province (M2020210): Teaching Method Reform of "Mixed PAD classes" towards first-class undergraduate major and "Double Ten Thousand Plan" construction point; 2021 Shandong Normal University Graduate Model Course of Ideological and Political Demonstration Project (No.11): Psychometrics and Statistics; 2021 Shandong Normal University Undergraduate Model Course of Ideological and Political Demonstration Project (2021KCSZSFKC24): Psychometrics.

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Authors and Affiliations

  1. Department of Psychology, Shandong Normal University, Jinan, China

    Peng Wang, Shuqi Yang, Yu Sun, Huimin Shi, Xiaojie Wu & Runsheng Pan

  2. Faculty of Rehabilitation Medicine, Shandong University of Traditional Chinese Medicine, Jinan, China

    Ni Sun

  3. Faculty of Psychology, Beijing Normal University, Beijing, China

    Runsheng Pan

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  1. Peng Wang
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  4. Yu Sun
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Contributions

Peng Wang designed the research; Runsheng Pan analysed the data and wrote the first draft; Ni Sun provided assistant in recruiting participants; Shuqi Yang, Yu Sun, Huimin Shi and Xiaojie Wu helped collect data; all authors made significant suggestions to improve the quality of the paper. All authors read and approved the final manuscript.

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Correspondence to Runsheng Pan.

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Ethics Approval

This study was carried out in accordance with the recommendations of the World Medical Association’s Declaration of Helsinki. The protocol was approved by the Ethics Committee of Shandong Normal University on 10th Sep 2020.

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Appendix

Appendix

Chinese College Student Perceived Overqualification Questionnaire

Perceived Gaokao Failure

  1. A1.

    I am not satisfied with the result of Gaokao.

  2. A2.

    The result of Gaokao is not a true reflection of my ability.

  3. A3.

    For some reasons, my performance in Gaokao is worse compared with it should be.

  4. A4.

    I am satisfied with my performance in Gaokao.(reverse scoring)

  5. A5.

    I thought about having another high school year for the second chance of Gaokao.

  6. A6.

    If I have the chance to retake Gaokao, I can enter a better college/major.

Perceived Ability Surplus

  1. B1.

    In comparison with other students in my major, I have better learning ability.

  2. B2.

    In comparison with other students in my major, I have more knowledge.

  3. B3.

    In comparison with other students in my major, I have better professional skills.

  4. B4.

    In comparison with other students in my major, I have better intelligence.

  5. B5.

    In comparison with other students in my major, I have better education background.

  6. B6.

    In comparison with other students in my major, I have better comprehensive ability.

Perceived Undermatch

  1. C1.

    Those who are not as good as me can also be admitted to my current college/major.

  2. C2.

    If admitted to a better college, the ability level of students around me would be closer to me.

  3. C3.

    I think my qualifications exceed the requirements for admission to my current college/major.

  4. C4.

    If admitted to a better college, the match between my ability level and rank of college would be better.

Perceived Limited-grow

  1. D1.

    In the next four years in college, I am worried that the educational resources provided by the college are not sufficient for the fully development of my talents and ability.

  2. D2.

    In the next four years in college, I am worried that the practical opportunities provided by the college are not sufficient for the fully development of my talents and ability.

  3. D3.

    I am worried that my development could be constrained by the platform of the college.

  4. D4.

    As a label of myself, I am worried that my college may constrain my career development after the graduation.

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Wang, P., Yang, S., Sun, N. et al. College students’ perceived overqualification and adaptation: A double-edged sword model. Curr Psychol 42, 20661–20679 (2023). https://doi.org/10.1007/s12144-022-03174-z

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  • DOI: https://doi.org/10.1007/s12144-022-03174-z

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