Understanding How Students Unwilling to Enroll in University Develop Self-Direction in Japanese Higher Education: A Multi-Group Structural Equation Modeling Approach Based on Reasons for Unwilling Enrollment

In Japan, where competitive entrance exams are widespread, many students experience unwilling enrollment, entering a university that they do not wish to attend. This can hinder adjustment and increase the risk of dropping out, making support for academic self-direction essential. This study empirically examined a model of how students develop self-direction. A survey was conducted with 336 individuals who had graduated within the past five years and experienced unwilling enrollment. Based on their reasons, participants were classified into two groups: those unwillingly enrolled yet intending to pursue higher education (n = 241), and those unwillingly enrolled owing to a lack of intent to pursue higher education (n = 95). Multi-group structural equation modeling showed that “Trusting Relationships with Others” and “Having Time and Space for Self-Reflection” promoted both “Discovering Personal Meaning in the Enrolled University” and “Clarification of Career Goals,” which in turn fostered “Development of Self-Direction.” Additionally, for those who intended to pursue higher education, “Realization of Experiences Unique to the Enrolled University” played a greater role, while for those lacking such intent, “Clarification of Career Goals” was more influential. These results suggest that tailored support, aligned with students’ reasons for unwillingness, is the key to fostering their self-direction.