Student-perceived program coherence in seven disciplines: associations with student motivation and identification

Introduction Program coherence is considered a critical factor for student learning and professional development in higher education. In teacher education, the subjective perception of coherence—defined as the degree to which learning opportunities and contents are coordinated and aligned—has been linked to professional development and well-being. Yet, little is known about how students in other programs perceive coherence, and empirical evidence on how coherence relates to student outcomes remains limited. This study investigated (1) differences in perceived coherence among students from various degree programs and examined whether higher perceived coherence is associated with (2) stronger achievement motivation and (3) greater identification with the field of study. Methods The sample comprised 326 first-semester students enrolled in teacher education, medicine, law, psychology, economics, biology, and nutritional sciences. Measures included perceived program coherence, learning motivation (task values, self-concept), and study-related identity (social identification, identity commitment and reconsideration). Results Mean comparisons indicated that teacher education students perceived their programs as less coherent than students in other disciplines (small to medium effects), though average coherence ratings in all programs exceeded the theoretical midpoint. Latent regression analyses revealed that perceived coherence positively predicted academic motivation and identification with the field of study. Discussion Overall, the findings highlight the relevance of strengthening program coherence as a promising avenue for enhancing the quality of study programs in higher education.