چکیده:
According to human capital theory, individuals invest in higher education when it offers appropriate returns and invest in various scientific and technical fields that yield the highest returns. Their evaluation of return is a type of prospective and perceptual evaluation. The aim of this research was to analyze the economic behavior of students in the faculties of Engineering, Psychology, and Educational Sciences at the University of Tehran regarding studying in selected fields. The research method was applied and conducted descriptively. The statistical population consisted of all students in the faculties of Engineering, Psychology, and Educational Sciences at the University of Tehran in 1390 (8046 people), from whom stratified samples of 614 people were selected. The required data were collected using a researcher-made questionnaire. To calculate the expected rate of return, the cost-benefit analysis method was used. The calculation results showed that the expected rates of return for students in the faculties of Engineering, Psychology, and Educational Sciences are significant, and they consider their perceptual evaluation of return when deciding to continue their studies and choosing a field of study.
خلاصه ماشینی:
Research by Wilson, Wolfe, Cathal & Flannery (2003), Gharun (2002, 2005), and Haveman & (2009) has shown that various individual, family, social, economic, and educational factors influence the demand for enrollment in higher education institutions6.
The goal of this method is to answer the question of whether individuals move toward higher education with the aim of obtaining economic benefits or not, and to answer this question, the evaluation of the private rate of return is used, which, according to the aforementioned points, is based on information regarding personal costs and expected personal incomes for educational investment.
Merwe (2011, Merwe) in his research on the level of expected rate of return for higher education among 376 students entering the Durban University of Technology in 2006 studied using the original and mean methods.
Furthermore, the expected rate of return for engineering, business administration and technology, education, tourism, management, human resource management, public studies, accounting, and social communications using the mean method were, respectively: 36.
The data obtained from the expected incomes and costs of the students of the Faculty of Psychology and Educational Sciences were used to estimate the expected rates of return using two methods: the mean method and the detailed method.
Menon (1997), in his study titled "Perceived Rates of Return on Higher Education in Cyprus," investigated the expected rate of return for 811 Cypriot students using the detailed and mean methods and applied the estimation results in a statistical model to examine the hypothesis of whether individuals' decision-making for entering higher education is influenced by economic variables or not.
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