Autonomy in decision-making and freshmen’s performance at university: evidence from Italy

Does autonomy in choosing university programs impact on freshmen's academic performance? We exploit a unique dataset derived from a cohort of freshmen enrolled at the University of Messina in Italy. Our results show that students with higher levels of autonomy achieve on average higher academic grades, even after accounting for a comprehensive range of socio-demographic and personality factors. Our findings have significant policy implications for improving the higher education system and its connection to the modern labor market. Addressing student performance and reducing drop-out rates requires targeted programs that begin during the school years. These programs may enhance individual autonomy and self-confidence. By aligning prospective students' attitudes with their chosen courses, we can improve both the quality and quantity of graduates. Furthermore, students who possess autonomy and self-confidence are likely to excel in the labor market, as their chosen educational path enables them to fully utilize their potential, ultimately enhancing their job productivity.