Freshman Academic
Mindset at State Universities for 2022
This report provides summary information for State Universities.
Included below are summary statistics for most of the survey elements
for which composites are constructed (including both the composite and
the underlying elements that construct it). In most instances, State
Universities and System Total data is provided for comparison. There are
also visual comparisons between the early and late Fall administrations
of the survey to offer a window into how students’ mindset changes over
time (and how it sometimes doesn’t), along with comparisons between
majority and Black and Hispanic students and by gender.
It is noteworthy that the available dataset provides a more
information that is included in this report, and institutions are
welcome to use their deidentified data to investigate further. In the
analysis below, for institutions where there are insufficient data for
analysis, some of the tables or charts may be empty/blank. A codebook
providing details on the survey items and composites is
available here.
About the Survey
The USG Getting to Know Our Students Survey has been administered to
incoming freshmen across the University System of Georgia since 2017.
Developed in collaboration with Motivate Lab at the University of Virginia, the
survey asks a host of questions designed to assess students’ motivations
and attitudes about learning to provide a snapshot at the beginning of
their post-secondary journey. The survey is administered twice in the
fall semester, once in the first three weeks of classes and again in the
final three weeks. Student responses are linked to academic outcomes and
administrative data to allow an understanding of how Academic Mindsets
and their changes over time are related to student success. The elements
of the survey are available
here.
Descriptive Statistics for State
Universities
Survey
Completers
|
Total Survey Count
|
Early Fall Administration
|
Median Time Spent T1
|
Late Fall Administration
|
Median Time Spent T2
|
Students Taking Both Surveys
|
|
1597
|
1296
|
15.4 mins
|
642
|
13 mins
|
341
|
Race and
Ethnicity
|
Race
|
n
|
percent
|
|
Alaskan Native or American Indian
|
3
|
0.2%
|
|
Asian
|
26
|
2.2%
|
|
Black or African American
|
535
|
44.3%
|
|
Hispanic or Latino
|
110
|
9.1%
|
|
Native Hawaiian or Other Pacific Islander
|
1
|
0.1%
|
|
Unknown
|
11
|
0.9%
|
|
White
|
521
|
43.2%
|
|
Total
|
1207
|
100.0%
|
Gender
State
Universities
|
Gender
|
n
|
percent
|
|
Female
|
840
|
66.7%
|
|
Male
|
419
|
33.3%
|
System Total
|
Gender
|
n
|
percent
|
|
Female
|
4461
|
62.7%
|
|
Male
|
2656
|
37.3%
|
Age
State
Universities
|
Average
|
median
|
mode
|
min
|
max
|
|
18.4
|
18
|
18
|
17
|
46
|
System Total
|
Average
|
median
|
mode
|
min
|
max
|
|
18.44
|
18
|
18
|
17
|
63
|
Student Caregivers
Caring for
Children
Are you the primary caregiver, guardian, or parent for a child under the
age of 18?
|
Sector
|
System
|
|
47
|
204
|
Number of Children
State
Universities
If you have children who live with you, please indicate how many.
|
Number of Children
|
N
|
|
1
|
83
|
|
2
|
58
|
|
3
|
10
|
|
4
|
5
|
|
5 or more
|
5
|
System Total
If you have children who live with you, please indicate how many.
|
Number of Children
|
N
|
|
1
|
399
|
|
2
|
314
|
|
3
|
69
|
|
4
|
15
|
|
5 or more
|
31
|
Caring for
Adults
Are you the primary caregiver or guardian for an adult needing care?
|
Sector
|
System
|
|
17
|
74
|
Student Percieved Economic
Status
For this item, the Survey asks students: “Think of this scale as
representing where people stand in the United States. At 10 are the
people who are the best off – those who have the most money, the most
education, and the most respected jobs. At 1 are the people who are
worst off – who have the least money, least education, and the least
respected jobs or no job. The higher up you are on this scale, the
closer you are to the people at the very top; the lower you are, the
closer you are to the people at the very bottom. Where would you
place yourself on this scale?”
Early and Late Fall responses are combined for the summary below.
State
Universities
Student Perceived Economic Status
|
Student_rating
|
n
|
percent
|
|
1
|
1
|
0.2%
|
|
2
|
8
|
1.7%
|
|
3
|
26
|
5.6%
|
|
4
|
41
|
8.8%
|
|
5
|
111
|
23.7%
|
|
6
|
114
|
24.4%
|
|
7
|
108
|
23.1%
|
|
8
|
40
|
8.5%
|
|
9
|
7
|
1.5%
|
|
10
|
12
|
2.6%
|
System Total
Student Perceived Economic Status
|
Student_rating
|
n
|
percent
|
|
1
|
8
|
0.4%
|
|
2
|
35
|
1.9%
|
|
3
|
101
|
5.4%
|
|
4
|
185
|
10.0%
|
|
5
|
496
|
26.7%
|
|
6
|
380
|
20.5%
|
|
7
|
374
|
20.1%
|
|
8
|
201
|
10.8%
|
|
9
|
38
|
2.0%
|
|
10
|
40
|
2.2%
|
Summary of Academic
Mindset Items
The Getting to Know Our Students Survey asks students to indicate the
extent to which they agree of disagree with a series of statements about
their thoughts about their academic work and faculty. These elements
combine to create composite measures of different Academic Mindsets. The
three primary Academic Mindsets that are the focus of this survey are
Growth (or Theory of Intelligence), Purpose and Value, and Sense of
Belonging. These three are highlighted because of their importance to
student success and persistence and because they are understood to be
malleable.
Individuals often hold different mindsets depending on the subject at
hand. For the USG Getting to Know Our Students Survey, students were
asked about basic Mindset constructs across the four most common subject
areas in the first year: Math, Science, English and History. Students
were asked to respond to items on either Math or Science and English or
History. The composite results provide us with a glimpse into student
mindsets across the curriculum.
Growth Mindset
Growth Mindset refers to a belief that intelligence is something that
can change and be developed over time through the application of effort,
strategies, and help-seeking behaviors. A fixed mindset typically refers
to a belief that intelligence is a characteristic of the learner (like
eye-color or dominant hand) that can’t be changed. For individuals with
a more growth mindset, setbacks provide opportunities to reflect and
learn. Fixed mindsets may focus on grades or scores as measures of
intelligence.
The Growth Mindset construct includes questions about the students’
theory of intelligence or growth mindset - the concept that students
feel that they can be successful through the application of effort,
strategies, and assistance, and their expectancy or sense of “I can do
this.”). Growth Mindset is tied to the idea of learning from setbacks
and using feedback to improve.
Growth Mindset
Math Growth Mindset
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Growth Mindset
|
812
|
4.29
|
1.37
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic math
intelligence. (Reverse coded)
|
810
|
4.06
|
1.67
|
4.00
|
1
|
6
|
|
You have a certain amount of math intelligence and you really can’t do
much to change it. (Reverse coded)
|
809
|
4.56
|
1.42
|
5.00
|
1
|
6
|
|
Your math intelligence is something about you that you can’t change very
much. (Reverse coded)
|
806
|
4.26
|
1.57
|
5.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Growth Mindset
|
424
|
4.07
|
1.38
|
4
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic math
intelligence. (Reverse coded)
|
423
|
3.91
|
1.60
|
4
|
1
|
6
|
|
You have a certain amount of math intelligence and you really can’t do
much to change it. (Reverse coded)
|
423
|
4.26
|
1.49
|
4
|
1
|
6
|
|
Your math intelligence is something about you that you can’t change very
much. (Reverse coded)
|
421
|
4.04
|
1.55
|
4
|
1
|
6
|
System
Totals
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Growth Mindset
|
3920
|
4.42
|
1.29
|
4.67
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic math
intelligence. (Reverse coded)
|
3912
|
4.23
|
1.55
|
4.00
|
1
|
6
|
|
You have a certain amount of math intelligence and you really can’t do
much to change it. (Reverse coded)
|
3897
|
4.61
|
1.35
|
5.00
|
1
|
6
|
|
Your math intelligence is something about you that you can’t change very
much. (Reverse coded)
|
3900
|
4.41
|
1.45
|
5.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Growth Mindset
|
1909
|
4.32
|
1.32
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic math
intelligence. (Reverse coded)
|
1901
|
4.19
|
1.53
|
4.00
|
1
|
6
|
|
You have a certain amount of math intelligence and you really can’t do
much to change it. (Reverse coded)
|
1896
|
4.45
|
1.42
|
5.00
|
1
|
6
|
|
Your math intelligence is something about you that you can’t change very
much. (Reverse coded)
|
1895
|
4.32
|
1.45
|
5.00
|
1
|
6
|
Science Growth Mindset
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Growth Mindset
|
263
|
4.56
|
1.27
|
4.67
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic science
intelligence. (Reverse coded)
|
262
|
4.36
|
1.57
|
5.00
|
1
|
6
|
|
You have a certain amount of science intelligence and you really can’t
do much to change it. (Reverse coded)
|
262
|
4.84
|
1.32
|
5.00
|
1
|
6
|
|
Your science intelligence is something about you that you can’t change
very much. (Reverse coded)
|
261
|
4.49
|
1.47
|
5.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Growth Mindset
|
103
|
4.24
|
1.48
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic science
intelligence. (Reverse coded)
|
102
|
4.07
|
1.64
|
4.00
|
1
|
6
|
|
You have a certain amount of science intelligence and you really can’t
do much to change it. (Reverse coded)
|
103
|
4.45
|
1.50
|
5.00
|
1
|
6
|
|
Your science intelligence is something about you that you can’t change
very much. (Reverse coded)
|
103
|
4.20
|
1.59
|
4.00
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Growth Mindset
|
1309
|
4.63
|
1.25
|
5
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic science
intelligence. (Reverse coded)
|
1307
|
4.48
|
1.50
|
5
|
1
|
6
|
|
You have a certain amount of science intelligence and you really can’t
do much to change it. (Reverse coded)
|
1300
|
4.82
|
1.29
|
5
|
1
|
6
|
|
Your science intelligence is something about you that you can’t change
very much. (Reverse coded)
|
1299
|
4.59
|
1.41
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Growth Mindset
|
514
|
4.59
|
1.28
|
5
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic science
intelligence. (Reverse coded)
|
510
|
4.49
|
1.45
|
5
|
1
|
6
|
|
You have a certain amount of science intelligence and you really can’t
do much to change it. (Reverse coded)
|
512
|
4.71
|
1.32
|
5
|
1
|
6
|
|
Your science intelligence is something about you that you can’t change
very much. (Reverse coded)
|
513
|
4.57
|
1.41
|
5
|
1
|
6
|
English Growth Mindset
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Growth Mindset
|
839
|
3.98
|
1.32
|
4
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic English
intelligence. (Reverse coded)
|
836
|
3.53
|
1.64
|
4
|
1
|
6
|
|
You have a certain amount of English intelligence and you really can’t
do much to change it. (Reverse coded)
|
828
|
4.61
|
1.48
|
5
|
1
|
6
|
|
Your English intelligence is something about you that you can’t change
very much. (Reverse coded)
|
831
|
3.81
|
1.65
|
4
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Growth Mindset
|
434
|
3.84
|
1.40
|
4
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic English
intelligence. (Reverse coded)
|
432
|
3.41
|
1.69
|
4
|
1
|
6
|
|
You have a certain amount of English intelligence and you really can’t
do much to change it. (Reverse coded)
|
429
|
4.41
|
1.53
|
5
|
1
|
6
|
|
Your English intelligence is something about you that you can’t change
very much. (Reverse coded)
|
430
|
3.70
|
1.71
|
4
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Growth Mindset
|
4051
|
4.16
|
1.30
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic English
intelligence. (Reverse coded)
|
4039
|
3.75
|
1.63
|
4.00
|
1
|
6
|
|
You have a certain amount of English intelligence and you really can’t
do much to change it. (Reverse coded)
|
4011
|
4.67
|
1.37
|
5.00
|
1
|
6
|
|
Your English intelligence is something about you that you can’t change
very much. (Reverse coded)
|
4017
|
4.08
|
1.57
|
4.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Growth Mindset
|
1952
|
4.14
|
1.33
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic English
intelligence. (Reverse coded)
|
1941
|
3.76
|
1.64
|
4.00
|
1
|
6
|
|
You have a certain amount of English intelligence and you really can’t
do much to change it. (Reverse coded)
|
1932
|
4.59
|
1.38
|
5.00
|
1
|
6
|
|
Your English intelligence is something about you that you can’t change
very much. (Reverse coded)
|
1939
|
4.08
|
1.60
|
4.00
|
1
|
6
|
History Growth Mindset
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Growth Mindset
|
420
|
4.22
|
1.42
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic History
intelligence. (Reverse coded)
|
265
|
3.58
|
1.59
|
4.00
|
1
|
6
|
|
You have a certain amount of History intelligence and you really can’t
do much to change it. (Reverse coded)
|
268
|
4.74
|
1.29
|
5.00
|
1
|
6
|
|
Your History intelligence is something about you that you can’t change
very much. (Reverse coded)
|
268
|
3.85
|
1.62
|
4.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Growth Mindset
|
177
|
3.98
|
1.51
|
4
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic History
intelligence. (Reverse coded)
|
116
|
3.49
|
1.62
|
4
|
1
|
6
|
|
You have a certain amount of History intelligence and you really can’t
do much to change it. (Reverse coded)
|
117
|
4.27
|
1.55
|
5
|
1
|
6
|
|
Your History intelligence is something about you that you can’t change
very much. (Reverse coded)
|
117
|
3.79
|
1.54
|
4
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Growth Mindset
|
2111
|
4.33
|
1.33
|
4.5
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic History
intelligence. (Reverse coded)
|
1408
|
3.76
|
1.51
|
4.0
|
1
|
6
|
|
You have a certain amount of History intelligence and you really can’t
do much to change it. (Reverse coded)
|
1410
|
4.68
|
1.30
|
5.0
|
1
|
6
|
|
Your History intelligence is something about you that you can’t change
very much. (Reverse coded)
|
1407
|
4.12
|
1.50
|
4.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Growth Mindset
|
858
|
4.25
|
1.38
|
4.33
|
1
|
6
|
|
You can learn new things, but you can’t really change your basic History
intelligence. (Reverse coded)
|
565
|
3.70
|
1.56
|
4.00
|
1
|
6
|
|
You have a certain amount of History intelligence and you really can’t
do much to change it. (Reverse coded)
|
563
|
4.53
|
1.39
|
5.00
|
1
|
6
|
|
Your History intelligence is something about you that you can’t change
very much. (Reverse coded)
|
565
|
4.09
|
1.48
|
4.00
|
1
|
6
|
Expectancy
Math Expectancy
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Expectancy
|
812
|
4.65
|
1.28
|
5
|
1
|
6
|
|
I believe that I can be successful in math.
|
810
|
4.60
|
1.35
|
5
|
1
|
6
|
|
I know I can learn the material in Math.
|
812
|
4.69
|
1.31
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Expectancy
|
425
|
4.37
|
1.47
|
4.5
|
1
|
6
|
|
I believe that I can be successful in math.
|
422
|
4.34
|
1.52
|
4.0
|
1
|
6
|
|
I know I can learn the material in Math.
|
425
|
4.41
|
1.48
|
5.0
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Expectancy
|
3918
|
4.59
|
1.29
|
5
|
1
|
6
|
|
I believe that I can be successful in math.
|
3910
|
4.57
|
1.34
|
5
|
1
|
6
|
|
I know I can learn the material in Math.
|
3916
|
4.61
|
1.32
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Expectancy
|
1911
|
4.42
|
1.38
|
4.5
|
1
|
6
|
|
I believe that I can be successful in math.
|
1904
|
4.39
|
1.44
|
5.0
|
1
|
6
|
|
I know I can learn the material in Math.
|
1910
|
4.46
|
1.40
|
5.0
|
1
|
6
|
Science Expectancy
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Expectancy
|
263
|
4.86
|
1.24
|
5
|
1
|
6
|
|
I believe that I can be successful in Science.
|
263
|
4.85
|
1.28
|
5
|
1
|
6
|
|
I know I can learn the material in Science.
|
263
|
4.87
|
1.25
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Expectancy
|
103
|
4.74
|
1.22
|
5
|
1
|
6
|
|
I believe that I can be successful in Science.
|
103
|
4.77
|
1.28
|
5
|
1
|
6
|
|
I know I can learn the material in Science.
|
103
|
4.71
|
1.27
|
5
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Expectancy
|
1309
|
4.83
|
1.16
|
5
|
1
|
6
|
|
I believe that I can be successful in Science.
|
1308
|
4.81
|
1.22
|
5
|
1
|
6
|
|
I know I can learn the material in Science.
|
1309
|
4.85
|
1.18
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Expectancy
|
517
|
4.69
|
1.22
|
5
|
1
|
6
|
|
I believe that I can be successful in Science.
|
517
|
4.68
|
1.30
|
5
|
1
|
6
|
|
I know I can learn the material in Science.
|
517
|
4.70
|
1.23
|
5
|
1
|
6
|
English Expectancy
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Expectancy
|
839
|
5.11
|
1.04
|
5.5
|
1
|
6
|
|
I believe that I can be successful in English.
|
839
|
5.05
|
1.12
|
5.0
|
1
|
6
|
|
I know I can learn the material in English.
|
839
|
5.16
|
1.04
|
6.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Expectancy
|
434
|
5.04
|
1.14
|
5.5
|
1
|
6
|
|
I believe that I can be successful in English.
|
432
|
4.98
|
1.21
|
5.0
|
1
|
6
|
|
I know I can learn the material in English.
|
433
|
5.10
|
1.13
|
6.0
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Expectancy
|
4056
|
5.12
|
1.05
|
5.5
|
1
|
6
|
|
I believe that I can be successful in English.
|
4047
|
5.07
|
1.13
|
5.0
|
1
|
6
|
|
I know I can learn the material in English.
|
4053
|
5.17
|
1.06
|
6.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Expectancy
|
1954
|
5.09
|
1.09
|
5.5
|
1
|
6
|
|
I believe that I can be successful in English.
|
1948
|
5.03
|
1.16
|
5.0
|
1
|
6
|
|
I know I can learn the material in English.
|
1953
|
5.15
|
1.09
|
6.0
|
1
|
6
|
History Expectancy
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Expectancy
|
269
|
4.78
|
1.22
|
5
|
1
|
6
|
|
I believe that I can be successful in History.
|
269
|
4.72
|
1.31
|
5
|
1
|
6
|
|
I know I can learn the material in History
|
269
|
4.83
|
1.25
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Expectancy
|
118
|
4.68
|
1.19
|
5
|
1
|
6
|
|
I believe that I can be successful in History.
|
118
|
4.68
|
1.24
|
5
|
1
|
6
|
|
I know I can learn the material in History
|
118
|
4.68
|
1.25
|
5
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Expectancy
|
1419
|
4.73
|
1.17
|
5
|
1
|
6
|
|
I believe that I can be successful in History.
|
1414
|
4.68
|
1.26
|
5
|
1
|
6
|
|
I know I can learn the material in History
|
1418
|
4.77
|
1.20
|
5
|
1
|
6
|
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Expectancy
|
1419
|
4.73
|
1.17
|
5
|
1
|
6
|
|
I believe that I can be successful in History.
|
1414
|
4.68
|
1.26
|
5
|
1
|
6
|
|
I know I can learn the material in History
|
1418
|
4.77
|
1.20
|
5
|
1
|
6
|
Purpose
Purpose includes a range of constructs around student motivation that
investigate how students attach value to the work that they are engaged
in in school. Included in this section are responses to students
assessment of the importance, utilty and costs associated with their
academic work. Also included in this section are students’ expectations
for graduation and income and their reasons for attending college.
Purpose provides a measure of whether the learning context has
value to the students. Specifically, whether they find their
learning to be relevant, purposeful, interesting, or important. Students
may value learning for different reasons - to help them get a job or
advance in their careers, to make a difference oin the world or their
community, because it aligns with their identity or sense of self, or
because the subject matter is interesting to them. Related to purpose
and value constructs is the concept of costs - that students have to
give up something else in order to focus on their learning.
Also in this area we explore students’ expected outcomes for
graduation (in terms of time and eventual salary) and their sense of
what they could earn immediately. These combine to provide a sense of
the “discounting” students may be making regarding their investment in
higher education. While the lifetime return on a college degree is
well-established, students’ perceptions of the difference, and their
sense of how long they will need to wait to realize that return,
provides a useful way of learning more about their willingness to commit
to their program of study.
Purpose and Value
Math value
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Value
|
812
|
4.40
|
1.28
|
4.5
|
1
|
6
|
|
I think math is important.
|
804
|
4.27
|
1.52
|
4.0
|
1
|
6
|
|
I think math is useful.
|
807
|
4.75
|
1.29
|
5.0
|
1
|
6
|
|
What I learn in my math classes will be useful in the future.
|
809
|
4.30
|
1.53
|
5.0
|
1
|
6
|
|
What I learn in my math classes will help me in my future career.
|
808
|
4.25
|
1.58
|
4.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Value
|
425
|
4.05
|
1.43
|
4
|
1
|
6
|
|
I think math is important.
|
419
|
3.95
|
1.64
|
4
|
1
|
6
|
|
I think math is useful.
|
420
|
4.40
|
1.44
|
5
|
1
|
6
|
|
What I learn in my math classes will be useful in the future.
|
420
|
3.91
|
1.62
|
4
|
1
|
6
|
|
What I learn in my math classes will help me in my future career.
|
423
|
3.99
|
1.68
|
4
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Value
|
3919
|
4.32
|
1.31
|
4.5
|
1
|
6
|
|
I think math is important.
|
3889
|
4.20
|
1.55
|
4.0
|
1
|
6
|
|
I think math is useful.
|
3891
|
4.66
|
1.31
|
5.0
|
1
|
6
|
|
What I learn in my math classes will be useful in the future.
|
3898
|
4.24
|
1.50
|
4.0
|
1
|
6
|
|
What I learn in my math classes will help me in my future career.
|
3887
|
4.18
|
1.58
|
4.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Value
|
1911
|
4.13
|
1.38
|
4.25
|
1
|
6
|
|
I think math is important.
|
1893
|
4.04
|
1.60
|
4.00
|
1
|
6
|
|
I think math is useful.
|
1897
|
4.46
|
1.41
|
5.00
|
1
|
6
|
|
What I learn in my math classes will be useful in the future.
|
1895
|
4.01
|
1.55
|
4.00
|
1
|
6
|
|
What I learn in my math classes will help me in my future career.
|
1896
|
4.01
|
1.63
|
4.00
|
1
|
6
|
Science value
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Value
|
264
|
4.89
|
1.24
|
5.25
|
1
|
6
|
|
I think Science is important.
|
260
|
4.85
|
1.36
|
5.00
|
1
|
6
|
|
I think Science is useful.
|
261
|
5.03
|
1.27
|
5.00
|
1
|
6
|
|
What I learn in my Science classes will be useful in the future.
|
263
|
4.83
|
1.44
|
5.00
|
1
|
6
|
|
What I learn in my Science classes will help me in my future career.
|
260
|
4.87
|
1.49
|
6.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Value
|
103
|
4.54
|
1.37
|
4.75
|
1
|
6
|
|
I think Science is important.
|
103
|
4.57
|
1.49
|
5.00
|
1
|
6
|
|
I think Science is useful.
|
102
|
4.70
|
1.35
|
5.00
|
1
|
6
|
|
What I learn in my Science classes will be useful in the future.
|
103
|
4.40
|
1.58
|
5.00
|
1
|
6
|
|
What I learn in my Science classes will help me in my future career.
|
103
|
4.50
|
1.56
|
5.00
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Value
|
1311
|
4.84
|
1.22
|
5.25
|
1
|
6
|
|
I think Science is important.
|
1302
|
4.78
|
1.35
|
5.00
|
1
|
6
|
|
I think Science is useful.
|
1291
|
5.08
|
1.18
|
6.00
|
1
|
6
|
|
What I learn in my Science classes will be useful in the future.
|
1302
|
4.74
|
1.46
|
5.00
|
1
|
6
|
|
What I learn in my Science classes will help me in my future career.
|
1297
|
4.76
|
1.53
|
5.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Value
|
516
|
4.67
|
1.32
|
5
|
1
|
6
|
|
I think Science is important.
|
515
|
4.63
|
1.47
|
5
|
1
|
6
|
|
I think Science is useful.
|
512
|
4.91
|
1.26
|
5
|
1
|
6
|
|
What I learn in my Science classes will be useful in the future.
|
510
|
4.57
|
1.55
|
5
|
1
|
6
|
|
What I learn in my Science classes will help me in my future career.
|
510
|
4.55
|
1.59
|
5
|
1
|
6
|
English value
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Value
|
839
|
4.58
|
1.09
|
4.75
|
1
|
6
|
|
I think English is important.
|
832
|
4.64
|
1.30
|
5.00
|
1
|
6
|
|
I think English is useful.
|
833
|
5.00
|
1.12
|
5.00
|
1
|
6
|
|
What I learn in my English classes will be useful in the future.
|
831
|
4.41
|
1.36
|
5.00
|
1
|
6
|
|
What I learn in my English classes will help me in my future career.
|
823
|
4.29
|
1.44
|
4.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Value
|
434
|
4.56
|
1.14
|
4.75
|
1
|
6
|
|
I think English is important.
|
431
|
4.67
|
1.34
|
5.00
|
1
|
6
|
|
I think English is useful.
|
430
|
4.93
|
1.21
|
5.00
|
1
|
6
|
|
What I learn in my English classes will be useful in the future.
|
426
|
4.36
|
1.39
|
4.00
|
1
|
6
|
|
What I learn in my English classes will help me in my future career.
|
429
|
4.25
|
1.48
|
4.00
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Value
|
4053
|
4.51
|
1.11
|
4.5
|
1
|
6
|
|
I think English is important.
|
4022
|
4.61
|
1.35
|
5.0
|
1
|
6
|
|
I think English is useful.
|
4020
|
4.93
|
1.16
|
5.0
|
1
|
6
|
|
What I learn in my English classes will be useful in the future.
|
4007
|
4.31
|
1.37
|
4.0
|
1
|
6
|
|
What I learn in my English classes will help me in my future career.
|
3988
|
4.18
|
1.44
|
4.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Value
|
1954
|
4.40
|
1.14
|
4.5
|
1
|
6
|
|
I think English is important.
|
1942
|
4.53
|
1.39
|
5.0
|
1
|
6
|
|
I think English is useful.
|
1934
|
4.86
|
1.19
|
5.0
|
1
|
6
|
|
What I learn in my English classes will be useful in the future.
|
1929
|
4.18
|
1.40
|
4.0
|
1
|
6
|
|
What I learn in my English classes will help me in my future career.
|
1930
|
4.04
|
1.47
|
4.0
|
1
|
6
|
History value
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Value
|
270
|
4.09
|
1.27
|
4.25
|
1
|
6
|
|
I think History is important.
|
266
|
4.27
|
1.50
|
4.00
|
1
|
6
|
|
I think History is useful.
|
267
|
4.66
|
1.37
|
5.00
|
1
|
6
|
|
What I learn in my History classes will be useful in the future.
|
267
|
3.84
|
1.54
|
4.00
|
1
|
6
|
|
What I learn in my History classes will help me in my future career.
|
267
|
3.61
|
1.61
|
4.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Value
|
118
|
3.98
|
1.20
|
4
|
1.25
|
6
|
|
I think History is important.
|
116
|
4.26
|
1.45
|
4
|
1.00
|
6
|
|
I think History is useful.
|
116
|
4.59
|
1.18
|
5
|
2.00
|
6
|
|
What I learn in my History classes will be useful in the future.
|
117
|
3.64
|
1.53
|
4
|
1.00
|
6
|
|
What I learn in my History classes will help me in my future career.
|
117
|
3.43
|
1.65
|
3
|
1.00
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Value
|
1419
|
3.86
|
1.27
|
3.75
|
1
|
6
|
|
I think History is important.
|
1407
|
4.09
|
1.50
|
4.00
|
1
|
6
|
|
I think History is useful.
|
1404
|
4.47
|
1.37
|
5.00
|
1
|
6
|
|
What I learn in my History classes will be useful in the future.
|
1410
|
3.59
|
1.50
|
3.00
|
1
|
6
|
|
What I learn in my History classes will help me in my future career.
|
1409
|
3.30
|
1.59
|
3.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Value
|
569
|
3.73
|
1.29
|
3.75
|
1
|
6
|
|
I think History is important.
|
563
|
4.00
|
1.57
|
4.00
|
1
|
6
|
|
I think History is useful.
|
565
|
4.38
|
1.38
|
5.00
|
1
|
6
|
|
What I learn in my History classes will be useful in the future.
|
560
|
3.37
|
1.54
|
3.00
|
1
|
6
|
|
What I learn in my History classes will help me in my future career.
|
562
|
3.16
|
1.58
|
3.00
|
1
|
6
|
Cost
Math Cost
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Cost
|
811
|
2.73
|
1.31
|
2.5
|
1
|
6
|
|
I have to give up too much to do well in math.
|
808
|
2.44
|
1.50
|
2.0
|
1
|
6
|
|
I worry too much about my Math class.
|
810
|
3.20
|
1.74
|
3.0
|
1
|
6
|
|
I’m unable to put in the time needed to do well in math.
|
811
|
2.36
|
1.42
|
2.0
|
1
|
6
|
|
My math class is too stressful for me.
|
809
|
2.94
|
1.61
|
3.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Cost
|
424
|
3.02
|
1.37
|
3
|
1
|
6
|
|
I have to give up too much to do well in math.
|
422
|
2.78
|
1.60
|
2
|
1
|
6
|
|
I worry too much about my Math class.
|
422
|
3.30
|
1.72
|
3
|
1
|
6
|
|
I’m unable to put in the time needed to do well in math.
|
423
|
2.73
|
1.47
|
3
|
1
|
6
|
|
My math class is too stressful for me.
|
422
|
3.27
|
1.67
|
3
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Cost
|
3914
|
2.81
|
1.27
|
2.75
|
1
|
6
|
|
I have to give up too much to do well in math.
|
3891
|
2.52
|
1.46
|
2.00
|
1
|
6
|
|
I worry too much about my Math class.
|
3903
|
3.26
|
1.67
|
3.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in math.
|
3904
|
2.43
|
1.36
|
2.00
|
1
|
6
|
|
My math class is too stressful for me.
|
3900
|
3.03
|
1.57
|
3.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Math Cost
|
1905
|
3.05
|
1.36
|
3
|
1
|
6
|
|
I have to give up too much to do well in math.
|
1896
|
2.78
|
1.52
|
3
|
1
|
6
|
|
I worry too much about my Math class.
|
1898
|
3.42
|
1.72
|
3
|
1
|
6
|
|
I’m unable to put in the time needed to do well in math.
|
1899
|
2.67
|
1.42
|
2
|
1
|
6
|
|
My math class is too stressful for me.
|
1897
|
3.32
|
1.66
|
3
|
1
|
6
|
Science Cost
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Cost
|
262
|
2.36
|
1.14
|
2
|
1
|
6
|
|
I have to give up too much to do well in Science.
|
258
|
2.11
|
1.31
|
2
|
1
|
6
|
|
I worry too much about my Science class.
|
262
|
2.77
|
1.54
|
3
|
1
|
6
|
|
I’m unable to put in the time needed to do well in Science.
|
261
|
2.02
|
1.27
|
2
|
1
|
6
|
|
My Science class is too stressful for me.
|
262
|
2.50
|
1.37
|
2
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Cost
|
103
|
2.94
|
1.34
|
2.75
|
1
|
6
|
|
I have to give up too much to do well in Science.
|
103
|
2.69
|
1.57
|
2.00
|
1
|
6
|
|
I worry too much about my Science class.
|
102
|
3.33
|
1.71
|
3.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in Science.
|
103
|
2.58
|
1.55
|
2.00
|
1
|
6
|
|
My Science class is too stressful for me.
|
103
|
3.16
|
1.52
|
3.00
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Cost
|
1306
|
2.60
|
1.22
|
2.5
|
1
|
6
|
|
I have to give up too much to do well in Science.
|
1297
|
2.31
|
1.37
|
2.0
|
1
|
6
|
|
I worry too much about my Science class.
|
1303
|
3.04
|
1.59
|
3.0
|
1
|
6
|
|
I’m unable to put in the time needed to do well in Science.
|
1300
|
2.25
|
1.32
|
2.0
|
1
|
6
|
|
My Science class is too stressful for me.
|
1302
|
2.78
|
1.46
|
3.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Science Cost
|
514
|
3.02
|
1.33
|
3
|
1
|
6
|
|
I have to give up too much to do well in Science.
|
510
|
2.74
|
1.52
|
2
|
1
|
6
|
|
I worry too much about my Science class.
|
510
|
3.49
|
1.65
|
3
|
1
|
6
|
|
I’m unable to put in the time needed to do well in Science.
|
512
|
2.62
|
1.45
|
2
|
1
|
6
|
|
My Science class is too stressful for me.
|
509
|
3.23
|
1.56
|
3
|
1
|
6
|
English Cost
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Cost
|
834
|
2.48
|
1.19
|
2.25
|
1
|
6
|
|
I have to give up too much to do well in English.
|
831
|
2.19
|
1.36
|
2.00
|
1
|
6
|
|
I worry too much about my English class
|
832
|
2.78
|
1.59
|
3.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in English.
|
828
|
2.33
|
1.40
|
2.00
|
1
|
6
|
|
My English class is too stressful for me.
|
831
|
2.63
|
1.44
|
2.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Cost
|
434
|
2.68
|
1.41
|
2.5
|
1
|
6
|
|
I have to give up too much to do well in English.
|
429
|
2.47
|
1.56
|
2.0
|
1
|
6
|
|
I worry too much about my English class
|
429
|
2.89
|
1.69
|
3.0
|
1
|
6
|
|
I’m unable to put in the time needed to do well in English.
|
429
|
2.60
|
1.59
|
2.0
|
1
|
6
|
|
My English class is too stressful for me.
|
430
|
2.77
|
1.59
|
3.0
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Cost
|
4034
|
2.48
|
1.16
|
2.25
|
1
|
6
|
|
I have to give up too much to do well in English.
|
4017
|
2.22
|
1.34
|
2.00
|
1
|
6
|
|
I worry too much about my English class
|
4012
|
2.75
|
1.53
|
3.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in English.
|
4017
|
2.37
|
1.36
|
2.00
|
1
|
6
|
|
My English class is too stressful for me.
|
4009
|
2.58
|
1.39
|
2.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: English Cost
|
1950
|
2.58
|
1.26
|
2.5
|
1
|
6
|
|
I have to give up too much to do well in English.
|
1936
|
2.34
|
1.42
|
2.0
|
1
|
6
|
|
I worry too much about my English class
|
1933
|
2.80
|
1.58
|
3.0
|
1
|
6
|
|
I’m unable to put in the time needed to do well in English.
|
1937
|
2.53
|
1.44
|
2.0
|
1
|
6
|
|
My English class is too stressful for me.
|
1935
|
2.65
|
1.47
|
2.0
|
1
|
6
|
History Cost
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Cost
|
269
|
2.34
|
1.11
|
2.25
|
1
|
6
|
|
I have to give up too much to do well in History.
|
269
|
2.04
|
1.25
|
2.00
|
1
|
6
|
|
I worry too much about my History class.
|
269
|
2.49
|
1.53
|
2.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in History.
|
267
|
2.33
|
1.40
|
2.00
|
1
|
6
|
|
My History class is too stressful for me.
|
269
|
2.50
|
1.39
|
2.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Cost
|
118
|
2.89
|
1.34
|
3
|
1
|
6
|
|
I have to give up too much to do well in History.
|
117
|
2.63
|
1.57
|
2
|
1
|
6
|
|
I worry too much about my History class.
|
118
|
3.08
|
1.66
|
3
|
1
|
6
|
|
I’m unable to put in the time needed to do well in History.
|
117
|
2.84
|
1.47
|
3
|
1
|
6
|
|
My History class is too stressful for me.
|
118
|
3.01
|
1.59
|
3
|
1
|
6
|
System
Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Cost
|
1415
|
2.38
|
1.13
|
2.25
|
1
|
6
|
|
I have to give up too much to do well in History.
|
1409
|
2.17
|
1.29
|
2.00
|
1
|
6
|
|
I worry too much about my History class.
|
1412
|
2.54
|
1.50
|
2.00
|
1
|
6
|
|
I’m unable to put in the time needed to do well in History.
|
1408
|
2.37
|
1.34
|
2.00
|
1
|
6
|
|
My History class is too stressful for me.
|
1413
|
2.46
|
1.37
|
2.00
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: History Cost
|
568
|
2.72
|
1.28
|
2.5
|
1
|
6
|
|
I have to give up too much to do well in History.
|
563
|
2.47
|
1.42
|
2.0
|
1
|
6
|
|
I worry too much about my History class.
|
565
|
2.86
|
1.63
|
3.0
|
1
|
6
|
|
I’m unable to put in the time needed to do well in History.
|
565
|
2.73
|
1.44
|
2.0
|
1
|
6
|
|
My History class is too stressful for me.
|
565
|
2.82
|
1.55
|
3.0
|
1
|
6
|
Expectations for
Graduation
Time To Degree
State
Universities
|
How long do you think it will take you to earn your degree?
|
Number of Responses
|
|
2 years or less
|
33
|
|
Between 2 and 3 years
|
114
|
|
Between 3 and 4 years
|
623
|
|
Between 4 and 5 years
|
307
|
|
Between 5 and 6 years
|
30
|
|
Between 6 and 7 years
|
18
|
|
Between 7 and 8 years
|
23
|
|
More than 8 years
|
7
|
System
Total
|
How long do you think it will take you to earn your degree?
|
Number of Responses
|
|
2 years or less
|
156
|
|
Between 2 and 3 years
|
660
|
|
Between 3 and 4 years
|
2763
|
|
Between 4 and 5 years
|
1775
|
|
Between 5 and 6 years
|
207
|
|
Between 6 and 7 years
|
87
|
|
Between 7 and 8 years
|
106
|
|
More than 8 years
|
38
|
Salary Expectations
State
Universities
|
How much do you think you will earn annually when you graduate?
|
Number of Responses
|
Percent of Responses
|
|
Unsure
|
147
|
12.8%
|
|
$15,000 or less
|
32
|
2.8%
|
|
Between $15,001 to $25,000
|
89
|
7.7%
|
|
Between $25,001 to $35,000
|
105
|
9.1%
|
|
Between $35,001 to $50,000
|
198
|
17.2%
|
|
Between $50,001 to $75,000
|
271
|
23.5%
|
|
Between $75,001 to $100,000
|
225
|
19.5%
|
|
Between $100,001 to $150,000
|
67
|
5.8%
|
|
More than $150,000
|
18
|
1.6%
|
|
Total
|
1152
|
100.0%
|
System
Total
|
How much do you think you will earn annually when you graduate?
|
Number of Responses
|
Percent of Responses
|
|
Unsure
|
657
|
11.4%
|
|
$15,000 or less
|
114
|
2.0%
|
|
Between $15,001 to $25,000
|
346
|
6.0%
|
|
Between $25,001 to $35,000
|
438
|
7.6%
|
|
Between $35,001 to $50,000
|
934
|
16.2%
|
|
Between $50,001 to $75,000
|
1470
|
25.5%
|
|
Between $75,001 to $100,000
|
1270
|
22.0%
|
|
Between $100,001 to $150,000
|
416
|
7.2%
|
|
More than $150,000
|
124
|
2.1%
|
|
Total
|
5769
|
100.0%
|
Salary Expectations
Today
State
Universities
|
How much do you think you will earn annually right now?
|
Number of Responses
|
Percent of Responses
|
|
Unsure
|
150
|
13.0%
|
|
$15,000 or less
|
277
|
24.0%
|
|
Between $15,001 to $25,000
|
220
|
19.1%
|
|
Between $25,001 to $35,000
|
165
|
14.3%
|
|
Between $35,001 to $50,000
|
139
|
12.1%
|
|
Between $50,001 to $75,000
|
106
|
9.2%
|
|
Between $75,001 to $100,000
|
63
|
5.5%
|
|
Between $100,001 to $150,000
|
27
|
2.3%
|
|
More than $150,000
|
6
|
0.5%
|
|
Total
|
1153
|
100.0%
|
System
Total
|
How much do you think you will earn annually right now?
|
Number of Responses
|
Percent of Responses
|
|
Unsure
|
612
|
10.6%
|
|
$15,000 or less
|
1373
|
23.8%
|
|
Between $15,001 to $25,000
|
1124
|
19.5%
|
|
Between $25,001 to $35,000
|
909
|
15.8%
|
|
Between $35,001 to $50,000
|
753
|
13.0%
|
|
Between $50,001 to $75,000
|
525
|
9.1%
|
|
Between $75,001 to $100,000
|
317
|
5.5%
|
|
Between $100,001 to $150,000
|
122
|
2.1%
|
|
More than $150,000
|
36
|
0.6%
|
|
Total
|
5771
|
100.0%
|
Salary Expectations
at Graduation compared with Current Expectations
The 2021 Survey asked for the first time what a student believed they
could earn right now in the marketplace. Comparing their current and
future salary expectations provides a window into students’ perceptions
of the added economic value of a college degree, which, combined with
expectations for time to graduation, can provide a window in to the
relative discounting students may be doing on their investment of time
in their college careers.
Comparing student who are from a minoritzed background to majority
students, the pattern is similar, although the shapes of the
distributions are slightly different.
Belonging
Students feel they Belong in the learning context
when they are connected to peers, feel that they are known and cared for
by faculty and mentors, fit in academically and socially, and are free
from doubts and worries about belonging. Belonging can serve as a
support for student success, and the degree to which students find a
home in the institution can be a powerful predictor of retention and
academic outcomes. Students can experience different levels of belonging
in an academic context - they may feel an overall sense of belong at the
institution, but may not have that sense in a particular course or in
their major or their belonging my shift over time.
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
A. Composite: College Belonging
|
1132
|
4.71
|
1.11
|
5.0
|
1
|
6
|
|
A1. I belong at this college/university.
|
1131
|
4.47
|
1.26
|
5.0
|
1
|
6
|
|
A2. I feel like this college/university is a good fit for me.
|
1131
|
4.96
|
1.16
|
5.0
|
1
|
6
|
|
B. Composite: College Identity
|
1132
|
4.49
|
1.16
|
4.5
|
1
|
6
|
|
B1. Being a student at this college/university is an important part of
my identity.
|
1128
|
4.20
|
1.42
|
4.0
|
1
|
6
|
|
B2. I am very proud to be a student at this college/university.
|
1130
|
4.78
|
1.17
|
5.0
|
1
|
6
|
|
C. Composite: College Involvement
|
1131
|
4.24
|
1.31
|
4.5
|
1
|
6
|
|
C1. I feel more academically prepared than other students at this
college/university.
|
1129
|
3.62
|
1.29
|
4.0
|
1
|
6
|
|
C2. I am very involved in groups and/or activities at this
college/university.
|
1127
|
4.26
|
1.42
|
4.0
|
1
|
6
|
|
C3. I am not very involved on campus; I’m just here to take classes.
(Reverse Coded)
|
1125
|
4.21
|
1.58
|
5.0
|
1
|
6
|
|
D. Composite: Belonging Uncertainty
|
1131
|
3.06
|
1.43
|
3.0
|
1
|
6
|
|
D1. When something bad happens, I feel that maybe I don’t belong at
college.
|
1126
|
2.82
|
1.52
|
3.0
|
1
|
6
|
|
D2. Sometimes I feel that I belong at college, and sometimes I feel that
I don’t belong at college.
|
1131
|
3.30
|
1.70
|
3.0
|
1
|
6
|
|
D3. I don’t know if I really belong in my major.
|
1126
|
2.21
|
1.46
|
2.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
A. Composite: College Belonging
|
573
|
4.36
|
1.32
|
4.5
|
1
|
6
|
|
A1. I belong at this college/university.
|
572
|
4.21
|
1.41
|
4.0
|
1
|
6
|
|
A2. I feel like this college/university is a good fit for me.
|
570
|
4.52
|
1.42
|
5.0
|
1
|
6
|
|
B. Composite: College Identity
|
574
|
4.28
|
1.30
|
4.5
|
1
|
6
|
|
B1. Being a student at this college/university is an important part of
my identity.
|
574
|
4.09
|
1.54
|
4.0
|
1
|
6
|
|
B2. I am very proud to be a student at this college/university.
|
572
|
4.46
|
1.30
|
5.0
|
1
|
6
|
|
C. Composite: College Involvement
|
573
|
3.93
|
1.37
|
4.0
|
1
|
6
|
|
C1. I feel more academically prepared than other students at this
college/university.
|
568
|
3.75
|
1.34
|
4.0
|
1
|
6
|
|
C2. I am very involved in groups and/or activities at this
college/university.
|
570
|
4.08
|
1.50
|
4.0
|
1
|
6
|
|
C3. I am not very involved on campus; I’m just here to take classes.
(Reverse Coded)
|
573
|
3.80
|
1.69
|
4.0
|
1
|
6
|
|
D. Composite: Belonging Uncertainty
|
572
|
3.55
|
1.47
|
3.5
|
1
|
6
|
|
D1. When something bad happens, I feel that maybe I don’t belong at
college.
|
570
|
3.35
|
1.62
|
3.0
|
1
|
6
|
|
D2. Sometimes I feel that I belong at college, and sometimes I feel that
I don’t belong at college.
|
569
|
3.75
|
1.68
|
4.0
|
1
|
6
|
|
D3. I don’t know if I really belong in my major.
|
571
|
2.55
|
1.62
|
2.0
|
1
|
6
|
System Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
A. Composite: College Belonging
|
5669
|
4.54
|
1.16
|
4.5
|
1
|
6
|
|
A1. I belong at this college/university.
|
5659
|
4.31
|
1.29
|
4.0
|
1
|
6
|
|
A2. I feel like this college/university is a good fit for me.
|
5650
|
4.76
|
1.21
|
5.0
|
1
|
6
|
|
B. Composite: College Identity
|
5668
|
4.29
|
1.21
|
4.5
|
1
|
6
|
|
B1. Being a student at this college/university is an important part of
my identity.
|
5656
|
4.06
|
1.43
|
4.0
|
1
|
6
|
|
B2. I am very proud to be a student at this college/university.
|
5658
|
4.52
|
1.26
|
5.0
|
1
|
6
|
|
C. Composite: College Involvement
|
5666
|
4.12
|
1.32
|
4.0
|
1
|
6
|
|
C1. I feel more academically prepared than other students at this
college/university.
|
5646
|
3.58
|
1.31
|
4.0
|
1
|
6
|
|
C2. I am very involved in groups and/or activities at this
college/university.
|
5643
|
4.12
|
1.43
|
4.0
|
1
|
6
|
|
C3. I am not very involved on campus; I’m just here to take classes.
(Reverse Coded)
|
5647
|
4.11
|
1.58
|
4.0
|
1
|
6
|
|
D. Composite: Belonging Uncertainty
|
5657
|
3.11
|
1.41
|
3.0
|
1
|
6
|
|
D1. When something bad happens, I feel that maybe I don’t belong at
college.
|
5633
|
2.87
|
1.51
|
3.0
|
1
|
6
|
|
D2. Sometimes I feel that I belong at college, and sometimes I feel that
I don’t belong at college.
|
5644
|
3.36
|
1.66
|
3.0
|
1
|
6
|
|
D3. I don’t know if I really belong in my major.
|
5626
|
2.40
|
1.48
|
2.0
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
A. Composite: College Belonging
|
2632
|
4.28
|
1.28
|
4.5
|
1
|
6
|
|
A1. I belong at this college/university.
|
2629
|
4.10
|
1.38
|
4.0
|
1
|
6
|
|
A2. I feel like this college/university is a good fit for me.
|
2620
|
4.45
|
1.35
|
5.0
|
1
|
6
|
|
B. Composite: College Identity
|
2634
|
4.12
|
1.29
|
4.0
|
1
|
6
|
|
B1. Being a student at this college/university is an important part of
my identity.
|
2633
|
3.93
|
1.48
|
4.0
|
1
|
6
|
|
B2. I am very proud to be a student at this college/university.
|
2623
|
4.31
|
1.33
|
4.0
|
1
|
6
|
|
C. Composite: College Involvement
|
2631
|
3.83
|
1.35
|
4.0
|
1
|
6
|
|
C1. I feel more academically prepared than other students at this
college/university.
|
2620
|
3.64
|
1.36
|
4.0
|
1
|
6
|
|
C2. I am very involved in groups and/or activities at this
college/university.
|
2622
|
3.88
|
1.49
|
4.0
|
1
|
6
|
|
C3. I am not very involved on campus; I’m just here to take classes.
(Reverse Coded)
|
2626
|
3.79
|
1.63
|
4.0
|
1
|
6
|
|
D. Composite: Belonging Uncertainty
|
2626
|
3.42
|
1.45
|
3.5
|
1
|
6
|
|
D1. When something bad happens, I feel that maybe I don’t belong at
college.
|
2621
|
3.18
|
1.58
|
3.0
|
1
|
6
|
|
D2. Sometimes I feel that I belong at college, and sometimes I feel that
I don’t belong at college.
|
2619
|
3.65
|
1.66
|
4.0
|
1
|
6
|
|
D3. I don’t know if I really belong in my major.
|
2617
|
2.62
|
1.55
|
2.0
|
1
|
6
|
Persistence (Grit)
Persistence, popularized by Dr. Angela Duckworth’s research around
Grit provides a window into how students may behave in
the face of challenge and setbacks. Persistence is often very contextual
- students may be very committed to push through difficulties in some
areas but not in others - and translateable - students can carry the
lessons they know about persisting in one area into those where they are
struggling.
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Persistence (Grit)
|
1173
|
4.86
|
0.93
|
5
|
1
|
6
|
|
I am a hard worker.
|
1172
|
4.97
|
1.01
|
5
|
1
|
6
|
|
I finish whatever I begin.
|
1149
|
4.74
|
1.11
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Persistence (Grit)
|
586
|
4.85
|
0.95
|
5
|
1.5
|
6
|
|
I am a hard worker.
|
585
|
4.94
|
1.06
|
5
|
1.0
|
6
|
|
I finish whatever I begin.
|
572
|
4.76
|
1.12
|
5
|
1.0
|
6
|
System Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Persistence (Grit)
|
5867
|
4.80
|
0.94
|
5
|
1
|
6
|
|
I am a hard worker.
|
5862
|
4.91
|
1.01
|
5
|
1
|
6
|
|
I finish whatever I begin.
|
5773
|
4.70
|
1.10
|
5
|
1
|
6
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Persistence (Grit)
|
2723
|
4.76
|
0.98
|
5
|
1
|
6
|
|
I am a hard worker.
|
2719
|
4.82
|
1.08
|
5
|
1
|
6
|
|
I finish whatever I begin.
|
2660
|
4.70
|
1.12
|
5
|
1
|
6
|
Motivation
The Mindset Survey asks students about their reasons for attending
college and for choosing a major to get a better sense of their
motivation for attending college, and for selecting their academic path.
Reasons for Attending College are themselves divided into three
categories: Independent motives related to the individual’s
interests/goals Interdependent motives related to supporting others and
the somewhat overlapping Helping motives, which removes some of the
community values for individual ones. Additionally, the survey
investigates students perceptions of family support.
Reasons for Attending
College
Independent Motives
State
Universities
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Independent Motives
|
1181
|
5.10
|
0.81
|
5.25
|
1.5
|
6
|
|
Develop my independent thinking.
|
1177
|
5.29
|
0.99
|
6.00
|
1.0
|
6
|
|
Expand my understanding of the world.
|
1177
|
4.99
|
1.12
|
5.00
|
1.0
|
6
|
|
Explore new interests.
|
1176
|
4.76
|
1.15
|
5.00
|
1.0
|
6
|
|
Learn more about my interests.
|
1172
|
5.37
|
0.93
|
6.00
|
1.0
|
6
|
System
Total
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Independent Motives
|
5903
|
5.06
|
0.82
|
5.25
|
1
|
6
|
|
Develop my independent thinking.
|
5885
|
5.20
|
1.03
|
6.00
|
1
|
6
|
|
Expand my understanding of the world.
|
5880
|
4.95
|
1.12
|
5.00
|
1
|
6
|
|
Explore new interests.
|
5887
|
4.73
|
1.15
|
5.00
|
1
|
6
|
|
Learn more about my interests.
|
5873
|
5.34
|
0.95
|
6.00
|
1
|
6
|
Interdependent Motives
State
Universities
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Interdependent Motives
|
1181
|
4.79
|
1.01
|
5
|
1
|
6
|
|
Give back to my community.
|
1178
|
4.39
|
1.34
|
5
|
1
|
6
|
|
Help my family out after I’m done with college.
|
1177
|
4.82
|
1.32
|
5
|
1
|
6
|
|
Provide a better life for my own children.
|
1178
|
5.22
|
1.36
|
6
|
1
|
6
|
|
Serve as a role model for people in my community.
|
1173
|
4.73
|
1.38
|
5
|
1
|
6
|
System
Total
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Interdependent Motives
|
5901
|
4.68
|
1.07
|
4.75
|
1
|
6
|
|
Give back to my community.
|
5885
|
4.32
|
1.37
|
4.00
|
1
|
6
|
|
Help my family out after I’m done with college.
|
5890
|
4.70
|
1.41
|
5.00
|
1
|
6
|
|
Provide a better life for my own children.
|
5879
|
5.09
|
1.46
|
6.00
|
1
|
6
|
|
Serve as a role model for people in my community.
|
5860
|
4.62
|
1.42
|
5.00
|
1
|
6
|
Helping Motives
State
Universities
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Helping Motives
|
1181
|
4.81
|
1.03
|
5
|
1
|
6
|
|
Give back to my community.
|
1178
|
4.39
|
1.34
|
5
|
1
|
6
|
|
Help my family out after I’m done with college.
|
1177
|
4.82
|
1.32
|
5
|
1
|
6
|
|
Provide a better life for my own children.
|
1178
|
5.22
|
1.36
|
6
|
1
|
6
|
System
Total
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Helping Motives
|
5901
|
4.70
|
1.09
|
5
|
1
|
6
|
|
Give back to my community.
|
5885
|
4.32
|
1.37
|
4
|
1
|
6
|
|
Help my family out after I’m done with college.
|
5890
|
4.70
|
1.41
|
5
|
1
|
6
|
|
Provide a better life for my own children.
|
5879
|
5.09
|
1.46
|
6
|
1
|
6
|
Reasons for Selecting a
Major
Early and Late Fall responses are combined for the summary below.
State
Universities
|
Reason
|
Count of Responses
|
|
I had to pick something.
|
|
|
I have a mentor or role model who works/studied in this field.
|
|
|
I have not selected a major yet.
|
|
|
I identify with this area.
|
|
|
I know someone else who majored in this area.
|
|
|
I think I will be good at it.
|
|
|
I think it will be easy.
|
|
|
It will help me get the job I want.
|
|
|
My high school/college advisor suggested it.
|
|
|
My interests lie in this area.
|
|
|
My parents recommended it.
|
|
|
The salary potential is attractive to me.
|
|
|
This major will be useful to me in the future.
|
|
System Total
|
Reason
|
Count of Responses
|
|
I had to pick something.
|
|
|
I have a mentor or role model who works/studied in this field.
|
|
|
I have not selected a major yet.
|
|
|
I identify with this area.
|
|
|
I know someone else who majored in this area.
|
|
|
I think I will be good at it.
|
|
|
I think it will be easy.
|
|
|
It will help me get the job I want.
|
|
|
My high school/college advisor suggested it.
|
|
|
My interests lie in this area.
|
|
|
My parents recommended it.
|
|
|
The salary potential is attractive to me.
|
|
|
This major will be useful to me in the future.
|
|
Family Support
State
Universities
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Family Support
|
1131
|
5.45
|
0.96
|
6
|
1
|
6
|
|
My family doesn’t understand why I want to go to college. (Reverse
Coded)
|
1128
|
5.38
|
1.26
|
6
|
1
|
6
|
|
My family questions whether a college education is valuable. (Reverse
Coded)
|
1125
|
5.42
|
1.26
|
6
|
1
|
6
|
|
My family strongly supports me in my desire to go to college.
|
1127
|
5.55
|
0.92
|
6
|
1
|
6
|
System Total
|
Motive
|
count
|
mean
|
std. dev.
|
median
|
min
|
max
|
|
Composite: Family Support
|
5659
|
5.47
|
0.90
|
6
|
1
|
6
|
|
My family doesn’t understand why I want to go to college. (Reverse
Coded)
|
5642
|
5.44
|
1.17
|
6
|
1
|
6
|
|
My family questions whether a college education is valuable. (Reverse
Coded)
|
5641
|
5.46
|
1.17
|
6
|
1
|
6
|
|
My family strongly supports me in my desire to go to college.
|
5641
|
5.52
|
0.95
|
6
|
1
|
6
|
Perception of Faculty
Mindset
State
Universities
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
System Total
|
Early Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Perception of Facutly
|
1247
|
7.50
|
0.89
|
7.5
|
4.25
|
9
|
|
The Instructors at my school seem to believe that some students are
smart, while others are not. (Reverse Coded)
|
1237
|
8.94
|
1.22
|
9.0
|
5.00
|
10
|
|
The Instructors at my school seem to believe that students who are less
smart will always be less smart than the other students in the class.
(Reverse Coded)
|
1240
|
7.49
|
1.55
|
8.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that every student can
learn new things and significantly grow their intelligence.
|
1234
|
4.90
|
1.14
|
5.0
|
1.00
|
6
|
|
The instructors at my school seem to believe that every student can
learn new things and significantly grow their intelligence. (Reverse
Coded)
|
1238
|
8.64
|
1.31
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students can learn new
things, but they can’t really change their basic intelligence (Reverse
Coded)
|
1244
|
8.45
|
1.38
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students either “have
it” or they don’t. (Reverse Coded)
|
1237
|
8.60
|
1.38
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students have a
certain amount of intelligence, and they really can’t do much to change
it. (Reverse Coded)
|
1245
|
8.68
|
1.35
|
9.0
|
5.00
|
10
|
|
Late Fall
|
count
|
mean
|
sd
|
median
|
min
|
max
|
|
Composite: Perception of Facutly
|
1247
|
7.50
|
0.89
|
7.5
|
4.25
|
9
|
|
The Instructors at my school seem to believe that some students are
smart, while others are not. (Reverse Coded)
|
1237
|
8.94
|
1.22
|
9.0
|
5.00
|
10
|
|
The Instructors at my school seem to believe that students who are less
smart will always be less smart than the other students in the class.
(Reverse Coded)
|
1240
|
7.49
|
1.55
|
8.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that every student can
learn new things and significantly grow their intelligence.
|
1234
|
4.90
|
1.14
|
5.0
|
1.00
|
6
|
|
The instructors at my school seem to believe that every student can
learn new things and significantly grow their intelligence. (Reverse
Coded)
|
1238
|
8.64
|
1.31
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students can learn new
things, but they can’t really change their basic intelligence (Reverse
Coded)
|
1244
|
8.45
|
1.38
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students either “have
it” or they don’t. (Reverse Coded)
|
1237
|
8.60
|
1.38
|
9.0
|
5.00
|
10
|
|
The instructors at my school seem to believe that students have a
certain amount of intelligence, and they really can’t do much to change
it. (Reverse Coded)
|
1245
|
8.68
|
1.35
|
9.0
|
5.00
|
10
|
Visualizing Academic
Mindset
The charts below provide some visual presentations of Academic
Mindset composites, primarily focused on the diffferences between early
Fall (t1) and late Fall (t2) administrations. These comparisons capture
all student reposes in these surveys, so are not entirely overlapping
populations (this analysis is possible, but for most institutions, the
number of students who complete both surveys is relatively small).
In general, we expect measures of Academic Mindset to decline over
the course of a semester, which is witnessed here. Within the data there
are interesting areas to explore around students perceptions relative to
the four covered subject areas as well as student gender and
ethnicity.
Mindset Growth Mindset
Composite graphs T1 vs. T2
Comparisons by Minority
Status and Gender (System Level)
Purpose and Value Composite
Graphs T1 vs. T2
Comparisons by Minority
Status and Gender (System Level)
Belonging Composite graphs T1
vs. T2
Belonging items included in the survey include two related
contstructs to measure the extent to which students feel they belong at
their institution (College Belonging) and the extent to which being a
student at the institution is a part of their identity.
State
Universities
System Total
Academic Preparedness Composite
graphs T1 vs. T2
System Total
Comparisons by Minority
Status and Gender (System Level)
Perception of Faculty Composite
Graphs T1 vs. T2
State
Universities
System Total
Comparisons by Minority
Status and Gender (System Level)
Race and
Ethnicity
Gender
