There are studies that are related in this study.

In the study of Jaradat,

(2017), some of the students decided to change majors because they were
discussing the negative issues regarding their current majors with other
students. Other students were assuming and hearing from others that they
would receive low salaries in the field of their studies after graduation. Other
students were changing majors because of the difficulties they faced through
studying in their majors. Other students were listening to their parents’
opinions that the majors they chose were not convenient to them and they
had to change them to other majors. Interestingly, the researcher found that
students’ decisions to change majors related to many different reasons and
other researchers might find other different reasons. Students were changing
majors because of their discussions with other students and parents about
their current majors and their expected jobs and earnings after graduation
which influenced their decisions to pick up different majors to study.
Meanwhile, in the study by Lao, et.al, (n.d), most schools do not
provide students with pre-coaching strategies and guides, making it difficult
for students to choose careers because they are unaware of their strengths
and weaknesses. The study also showed that the finances and practicality of
the pre-determined college courses that the students chose were factors in
their decision-making. Another finding was the majority of participants agreed
that their families influenced their career choices. Finally, setting goals may
make it more the desired changes: however; the participants rediscovered
their strengths and satisfaction, which motivated them to continue. According
to the general findings, one of the most important factors to consider when
choosing a career is one’s interest. It was also evident within the study that
the finances and practicality of the pre-determined college courses that the
students chose were weighed into their decision-making. It also shows the
majority of the participants agreed that their families have an impact on their
career choices. The study also discovered that doing things that are not one’s
passion in the first place can be difficult, but it can help people challenge their
abilities.
In the study of Avery, et. al, (2016), students incorporate signals of
their relative academic performance in determining an important human
capital decision: choice of college major. Although high school graduates
have received countless sources of feedback over their lifetime, the results
suggest that performance labels provided late in secondary school can have
large impacts of subsequent educational investment decisions.
In the study by Hill (n.d), the researcher concluded that there is little
difference between decision factors to attend a for-profit institution and
decision factors to transfer to a community college.This research investigated
the college choice and transfer decisions of student veterans. The research
was guided by the following questions, what factors are included in student
veterans’ decisions to attend a private for-profit institution of higher education
and what factors are included in student veterans’ decision to transfer to a
community college.
In the study of Jireta (n.d), the proponents of this research study
hypothesized that there are existing internal and external factors that
influence student behavior, thus, also affecting their decision making. These
internal factors that the researchers were referring to are those that are more
personal to the student. These were reflected in the survey conducted to the
respondents. What they want, what they like, what their interests are, how
they decide for themselves are internally affecting their behavior, therefore,
internal factors exist. As to the external, which are also shown in how students
consider other people’s opinion, how they let their parents, relatives, or even
friends decide for them signifies that they are greatly influenced by these
aspects. More so, situations or events in their lives were also mirrored as to
why they decide to shift or transfer (e.g. failing in former major, academic
placement, trends, etc.). The researchers conclude that the decision making
behavior of students, in general, are greatly affected by these factors.
Therefore, students’ personality traits (internal) and environmental
considerations (external) are the factors that influence them to shift or transfer
to another major.
Furthermore, in the study of Marade (2015), the study provided
a useful information pertaining to faculty and student views of college students
changing an academic major. There is very little research available on this
topic and the results of this study are a useful contribution to existing literature.
Faculty and student ratings were similar on several measures related to
student interests and goals. For example, results showed that student and
faculty views are similar regarding changing an academic major due to a
change in career goals, and the discovery of one's true academic passion.
However, student and faculty views were dissimilar when it pertained to
changing an academic major that was recommended by others. For example,
contemplating changing an academic major that was recommended by others
appeared to be met with some hesitancy by students. Faculty and student
views differed on several measures pertaining to curricular reasons that a
student may want to change academic majors. Faculty and student views
differed regarding grades, teachers, and GPA. Specifically, changing a major
to improve GPA was viewed by faculty members as inappropriate. This result
is consistent with existing literature (Stinebrickner & Stinebrickner, 2011) on
the GPA of students. Regarding grades, faculty more than students, reported
that earning low grades in all courses of a academic major was a good reason
to change an academic major. This information can be useful in college
settings. Research shows that an improved academic experience can be the
result of improved academic engagement (Kuh, 2007; Wasley, 2006).
Moreover, in the study of Denice (n.d), higher education in general can
be increasingly characterized by its destandardization, as students have been
taking more circuitous routes through college (Denice 2019; Milesi 2010). In a
similar way, the selection of a field of study can be thought of as a process
that unfolds over time and is shaped by students’ background, pre-college
achievement and preparation, and their experiences after they arrive on
campus.
More than that, in the study by Rosales, et. al (2016), difficulty of
academic subjects is one of the most common reason why students leave a
particular program.Students having difficulty achieving their educational goals
is because they also have work to attend to. Balancing studies and work is a
hard thing to do, this is where time management occurs. Managing time is
one of the difficult thing to do as a working student. Students having
difficulties in handling their study and work, results to failing their subjects or
worst, students pull out of college. Another reason is difficulty of having a
companion in school, this also results to dropping out of college or shifting to
other courses. When a student doesn’t have friends they would feel alone,
and he/she will look for a companion outside the school, and that will result to
skipping classes and then failing grades.
While in the study by Bickerstaff, et. al (2017), The confidence with
which students enter the classroom has real implications for student
behaviors. When students do not expect to be successful they are less
motivated and less likely to exert effort, and they may adjust their aspirations
and engage in self-defeating behaviors to avoid failure (e.g., Cox, 2009). If
their confidence is tied to a lack of information about the expectations of
college, they may not engage in appropriate self-regulatory behaviors that
lead to success (e.g., Yeager et al., 2011). Yet, as this study finds, college
confidence is not static. Students experience shifts and changes in their
perceptions of themselves as students as they engage with the college
environment.
In addition, in the study by Kantrowitzs (2009), found that the main
reason why students drop out of college is the conflict between school and
work and family commitments. The study, with their whole lives ahead of them,
was conducted by public agendas, a nonprofit and nonpartisan public policy
research organization. Many students who drop out of college have to work
while enrolled in college. They often find it very difficult to support themselves
and their families and go to colleges at the same times. Many lack adequate
support from parents and student aid.