The effect of Academic Preference-Placement Mismatches on Motivation and Academic Performance of University Students: A Prospective Cohort Study

Background Alignment between students’ academic program preferences and institutional placement decisions is critical for fostering motivation and academic success. However, state-controlled higher education systems often assign students to programs mismatched with their preferences, potentially undermining performance. Objective This study examined the effect of academic program preference-placement mismatches on motivation and academic performance of undergraduate health science students. Method A prospective cohort study (September–December 2019) included 136 students: 61 placed in preferred programs and 75 in non-preferred programs. Data from self-administered questionnaires and registrar records were analyzed. Motivation was measured using the UWES–9S. Structural equation modeling (SEM) assessed UWES–9S validity and relationships between placement, motivation, and performance. Linear regression identified predictors of academic performance. Results Students placed in their preferred academic programs demonstrated significantly higher motivation levels (M = 34.9, SD = 5.69) compared to those in mismatched placements (M = 30.4, SD = 5.88). Academic program preference-placement mismatches had a total negative effect (-0.19) on cumulative GPA, indicating a 0.19 GPA decrease among students placed in non-preferred programs. This effect was partially mediated by motivation. Linear regression revealed that first-year GPA, motivation, enrollment in nursing/midwifery programs, and extremely low pocket money significantly predicted academic performance. Conclusion This study highlights that academic preference-placement mismatches reduce motivation among health science students, directly and indirectly impairing academic performance (mediated by motivation). Institutions should prioritize tailored program alignment, career guidance, and support systems to mitigate these effects.