Getting to Know Our Students Survey Summary 2023

1 Freshman Academic Mindset at Comprehensive Universities for 2022

This report provides summary information for Comprehensive 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, Comprehensive 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.

2 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.

3 Descriptive Statistics for Comprehensive Universities

3.1 Survey Completers

Total Survey Count	Early Fall Administration	Median Time Spent T1	Late Fall Administration	Median Time Spent T2	Students Taking Both Surveys
1964	1956		11		3

3.2 Race and Ethnicity

Race	n	percent
Alaskan Native or American Indian	4	0.2%
Asian	77	4.1%
Black or African American	436	23.3%
Hispanic or Latino	248	13.3%
Native Hawaiian or Other Pacific Islander	1	0.1%
Unknown	26	1.4%
White	1076	57.6%
Total	1868	100.0%

3.3 Gender

3.3.1 Comprehensive Universities

Gender	n	percent
Female	1237	63.0%
Male	727	37.0%

3.3.2 System Total

Gender	n	percent
Female	4682	63.0%
Male	2751	37.0%

3.4 Age

3.4.1 Comprehensive Universities

Average	median	mode	min	max
21.6	19	18	17	75

3.4.2 System Total

Average	median	mode	min	max
20.25	18	18	16	76

3.5 Student Caregivers

3.5.1 Caring for Children

Are you the primary caregiver, guardian, or parent for a child under the age of 18?

Sector	System
81	325

3.5.2 Number of Children

3.5.3 Comprehensive Universities

If you have children who live with you, please indicate how many.

Number of Children	N
5 or more	32

3.5.3.1 System Total

If you have children who live with you, please indicate how many.

Number of Children	N
1	1
5 or more	149

3.5.4 Caring for Adults

Are you the primary caregiver or guardian for an adult needing care?

Sector	System
26	106

3.6 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.

3.6.1 Comprehensive Universities

Student Perceived Economic Status

Student_rating	n	percent
3	1	25.0%
4	1	25.0%
5	2	50.0%

3.6.2 System Total

Student Perceived Economic Status

Student_rating	n	percent
1	9	1.4%
2	12	1.8%
3	50	7.5%
4	90	13.5%
5	184	27.6%
6	141	21.2%
7	114	17.1%
8	44	6.6%
9	9	1.4%
10	13	2.0%

4 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.

4.1 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.

4.1.1 Growth Mindset

4.1.1.1 Math Growth Mindset

4.1.1.1.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Math Growth Mindset	1113	4.60	1.20	4.67	1	6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded)	1108	4.42	1.48	5.00	1	6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded)	1108	4.79	1.26	5.00	1	6
Your math intelligence is something about you that you can’t change very much. (Reverse coded)	1107	4.59	1.35	5.00	1	6

Early Fall	count	mean	sd	median	min	max
Composite: Math Growth Mindset	1113	4.60	1.20	4.67	1	6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded)	1108	4.42	1.48	5.00	1	6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded)	1108	4.79	1.26	5.00	1	6
Your math intelligence is something about you that you can’t change very much. (Reverse coded)	1107	4.59	1.35	5.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Growth Mindset	5	4.47	1.68	5	1.67	6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded)	5	4.40	1.34	5	3.00	6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded)	5	4.60	2.07	5	1.00	6
Your math intelligence is something about you that you can’t change very much. (Reverse coded)	5	4.40	1.95	5	1.00	6

4.1.1.1.2 System Totals

Early Fall	count	mean	sd	median	min	max
Composite: Math Growth Mindset	3866	4.43	1.31	4.67	1	6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded)	3847	4.25	1.57	5.00	1	6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded)	3839	4.64	1.37	5.00	1	6
Your math intelligence is something about you that you can’t change very much. (Reverse coded)	3841	4.41	1.47	5.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Growth Mindset	901	4.34	1.24	4.33	1	6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded)	901	4.17	1.49	4.00	1	6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded)	896	4.52	1.36	5.00	1	6
Your math intelligence is something about you that you can’t change very much. (Reverse coded)	900	4.33	1.41	5.00	1	6

4.1.1.2 Science Growth Mindset

4.1.1.2.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Science Growth Mindset	404	4.74	1.22	5	1	6
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded)	404	4.63	1.42	5	1	6
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded)	403	4.91	1.21	5	1	6
Your science intelligence is something about you that you can’t change very much. (Reverse coded)	402	4.70	1.39	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Growth Mindset	2	4.33	1.89	4.33	3	5.67
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded)	2	4.00	2.83	4.00	2	6.00
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded)	2	5.00	0.00	5.00	5	5.00
Your science intelligence is something about you that you can’t change very much. (Reverse coded)	2	4.00	2.83	4.00	2	6.00

4.1.1.2.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Science Growth Mindset	1392	4.59	1.28	5	1	6
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded)	1389	4.43	1.51	5	1	6
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded)	1383	4.82	1.28	5	1	6
Your science intelligence is something about you that you can’t change very much. (Reverse coded)	1386	4.54	1.45	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Growth Mindset	589	4.28	1.32	4.33	1	6
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded)	586	4.18	1.49	4.00	1	6
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded)	586	4.41	1.41	5.00	1	6
Your science intelligence is something about you that you can’t change very much. (Reverse coded)	588	4.26	1.45	4.00	1	6

4.1.1.3 English Growth Mindset

4.1.1.3.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: English Growth Mindset	1327	4.43	1.27	4.67	1	6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded)	1320	4.07	1.62	4.00	1	6
You have a certain amount of English intelligence and you really can’t do much to change it. (Reverse coded)	1314	4.87	1.31	5.00	1	6
Your English intelligence is something about you that you can’t change very much. (Reverse coded)	1317	4.35	1.51	5.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Growth Mindset	8	5.40	0.50	5.67	4.5	6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded)	8	5.75	0.46	6.00	5.0	6
You have a certain amount of English intelligence and you really can’t do much to change it. (Reverse coded)	8	5.25	1.04	5.50	3.0	6
Your English intelligence is something about you that you can’t change very much. (Reverse coded)	7	5.29	0.76	5.00	4.0	6

4.1.1.3.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: English Growth Mindset	4430	4.22	1.34	4.33	1	6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded)	4408	3.82	1.68	4.00	1	6
You have a certain amount of English intelligence and you really can’t do much to change it. (Reverse coded)	4385	4.75	1.39	5.00	1	6
Your English intelligence is something about you that you can’t change very much. (Reverse coded)	4397	4.11	1.61	4.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Growth Mindset	775	4.04	1.32	4	1	6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded)	773	3.64	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)	764	4.54	1.40	5	1	6
Your English intelligence is something about you that you can’t change very much. (Reverse coded)	768	3.98	1.56	4	1	6

4.1.1.4 History Growth Mindset

4.1.1.4.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: History Growth Mindset	611	4.53	1.27	4.67	1	6
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded)	396	3.94	1.48	4.00	1	6
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded)	397	4.81	1.25	5.00	1	6
Your History intelligence is something about you that you can’t change very much. (Reverse coded)	398	4.33	1.37	4.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Growth Mindset	2	4.67	0.47	4.67	4.33	5
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded)	1	4.00		4.00	4.00	4
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded)	1	4.00		4.00	4.00	4
Your History intelligence is something about you that you can’t change very much. (Reverse coded)	1	4.00		4.00	4.00	4

4.1.1.4.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: History Growth Mindset	2042	4.36	1.38	4.5	1	6
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded)	1219	3.68	1.54	4.0	1	6
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded)	1213	4.64	1.34	5.0	1	6
Your History intelligence is something about you that you can’t change very much. (Reverse coded)	1217	4.04	1.51	4.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Growth Mindset	864	3.99	1.33	4	1	6
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded)	761	3.62	1.52	4	1	6
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded)	761	4.43	1.41	5	1	6
Your History intelligence is something about you that you can’t change very much. (Reverse coded)	757	3.97	1.54	4	1	6

4.1.2 Expectancy

4.1.2.1 Math Expectancy

4.1.2.1.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Math Expectancy	1119	4.60	1.31	5	1	6
I believe that I can be successful in math.	1117	4.56	1.39	5	1	6
I know I can learn the material in Math.	1119	4.64	1.32	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Expectancy	5	4.6	0.89	4	4	6
I believe that I can be successful in math.	5	4.4	0.89	4	4	6
I know I can learn the material in Math.	5	4.8	1.10	4	4	6

4.1.2.1.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Math Expectancy	3875	4.61	1.32	5	1	6
I believe that I can be successful in math.	3860	4.57	1.39	5	1	6
I know I can learn the material in Math.	3870	4.64	1.34	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Expectancy	901	4.44	1.36	5	1	6
I believe that I can be successful in math.	900	4.41	1.41	5	1	6
I know I can learn the material in Math.	901	4.47	1.38	5	1	6

4.1.2.2 Science Expectancy

4.1.2.2.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Science Expectancy	407	4.83	1.14	5	1	6
I believe that I can be successful in Science.	407	4.83	1.17	5	1	6
I know I can learn the material in Science.	406	4.83	1.18	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Expectancy	2	5.5	0.71	5.5	5	6
I believe that I can be successful in Science.	2	5.5	0.71	5.5	5	6
I know I can learn the material in Science.	2	5.5	0.71	5.5	5	6

4.1.2.2.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Science Expectancy	1394	4.93	1.10	5	1	6
I believe that I can be successful in Science.	1393	4.93	1.16	5	1	6
I know I can learn the material in Science.	1391	4.93	1.13	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Expectancy	589	4.62	1.16	5	1	6
I believe that I can be successful in Science.	588	4.61	1.20	5	1	6
I know I can learn the material in Science.	589	4.62	1.21	5	1	6

4.1.2.3 English Expectancy

4.1.2.3.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: English Expectancy	1328	5.28	1.00	6	1	6
I believe that I can be successful in English.	1326	5.21	1.09	6	1	6
I know I can learn the material in English.	1326	5.34	1.01	6	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Expectancy	8	5.94	0.18	6	5.5	6
I believe that I can be successful in English.	8	5.88	0.35	6	5.0	6
I know I can learn the material in English.	8	6.00	0.00	6	6.0	6

4.1.2.3.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: English Expectancy	4438	5.23	1.00	6	1	6
I believe that I can be successful in English.	4428	5.17	1.08	6	1	6
I know I can learn the material in English.	4430	5.28	1.02	6	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Expectancy	775	5.19	1.0	5.5	1	6
I believe that I can be successful in English.	774	5.13	1.1	6.0	1	6
I know I can learn the material in English.	774	5.26	1.0	6.0	1	6

4.1.2.4 History Expectancy

4.1.2.4.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: History Expectancy	401	4.70	1.21	5	1	6
I believe that I can be successful in History.	401	4.65	1.30	5	1	6
I know I can learn the material in History	400	4.75	1.25	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Expectancy	1	3		3	3	3
I believe that I can be successful in History.	1	3		3	3	3
I know I can learn the material in History	1	3		3	3	3

4.1.2.4.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: History Expectancy	1227	4.73	1.16	5	1	6
I believe that I can be successful in History.	1225	4.69	1.25	5	1	6
I know I can learn the material in History	1226	4.78	1.19	5	1	6

Early Fall	count	mean	sd	median	min	max
Composite: History Expectancy	1227	4.73	1.16	5	1	6
I believe that I can be successful in History.	1225	4.69	1.25	5	1	6
I know I can learn the material in History	1226	4.78	1.19	5	1	6

4.2 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.

4.2.1 Purpose and Value

4.2.1.1 Math value

4.2.1.1.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Math Value	1119	4.32	1.34	4.5	1	6
I think math is important.	1111	4.20	1.58	4.0	1	6
I think math is useful.	1111	4.77	1.31	5.0	1	6
What I learn in my math classes will be useful in the future.	1108	4.19	1.56	4.0	1	6
What I learn in my math classes will help me in my future career.	1106	4.13	1.64	4.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Value	5	4.85	1.18	4.75	3	6
I think math is important.	5	4.80	1.79	6.00	2	6
I think math is useful.	5	5.00	1.73	6.00	2	6
What I learn in my math classes will be useful in the future.	5	5.20	0.84	5.00	4	6
What I learn in my math classes will help me in my future career.	5	4.40	1.52	4.00	3	6

4.2.1.1.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Math Value	3874	4.44	1.30	4.75	1	6
I think math is important.	3850	4.31	1.55	5.00	1	6
I think math is useful.	3844	4.79	1.29	5.00	1	6
What I learn in my math classes will be useful in the future.	3838	4.34	1.52	5.00	1	6
What I learn in my math classes will help me in my future career.	3834	4.30	1.57	5.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Value	902	4.12	1.36	4.25	1	6
I think math is important.	895	4.02	1.59	4.00	1	6
I think math is useful.	892	4.52	1.37	5.00	1	6
What I learn in my math classes will be useful in the future.	899	3.97	1.57	4.00	1	6
What I learn in my math classes will help me in my future career.	897	3.96	1.67	4.00	1	6

4.2.1.2 Science value

4.2.1.2.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Science Value	406	4.85	1.19	5.25	1	6
I think Science is important.	404	4.75	1.36	5.00	1	6
I think Science is useful.	402	5.13	1.07	5.50	1	6
What I learn in my Science classes will be useful in the future.	399	4.75	1.48	5.00	1	6
What I learn in my Science classes will help me in my future career.	401	4.76	1.50	5.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Value	2	5.25	0.71	5.25	4.75	5.75
I think Science is important.	2	5.50	0.71	5.50	5.00	6.00
I think Science is useful.	2	5.50	0.71	5.50	5.00	6.00
What I learn in my Science classes will be useful in the future.	2	4.00	1.41	4.00	3.00	5.00
What I learn in my Science classes will help me in my future career.	2	6.00	0.00	6.00	6.00	6.00

4.2.1.2.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Science Value	1394	4.94	1.14	5.25	1	6
I think Science is important.	1380	4.84	1.30	5.00	1	6
I think Science is useful.	1380	5.15	1.06	6.00	1	6
What I learn in my Science classes will be useful in the future.	1382	4.87	1.38	5.00	1	6
What I learn in my Science classes will help me in my future career.	1380	4.90	1.42	6.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Value	589	4.57	1.22	4.75	1	6
I think Science is important.	584	4.49	1.35	5.00	1	6
I think Science is useful.	586	4.83	1.20	5.00	1	6
What I learn in my Science classes will be useful in the future.	585	4.44	1.46	5.00	1	6
What I learn in my Science classes will help me in my future career.	582	4.51	1.50	5.00	1	6

4.2.1.3 English value

4.2.1.3.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: English Value	1328	4.45	1.16	4.5	1	6
I think English is important.	1321	4.62	1.41	5.0	1	6
I think English is useful.	1315	4.97	1.15	5.0	1	6
What I learn in my English classes will be useful in the future.	1308	4.19	1.43	4.0	1	6
What I learn in my English classes will help me in my future career.	1306	3.99	1.52	4.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Value	8	4.56	1.11	4.75	2.75	6
I think English is important.	8	5.25	0.89	5.50	4.00	6
I think English is useful.	8	5.00	1.41	5.50	2.00	6
What I learn in my English classes will be useful in the future.	8	4.38	1.60	4.50	1.00	6
What I learn in my English classes will help me in my future career.	8	3.62	1.85	4.00	1.00	6

4.2.1.3.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: English Value	4435	4.59	1.10	4.75	1	6
I think English is important.	4406	4.70	1.33	5.00	1	6
I think English is useful.	4395	5.03	1.11	5.00	1	6
What I learn in my English classes will be useful in the future.	4386	4.37	1.38	4.00	1	6
What I learn in my English classes will help me in my future career.	4380	4.23	1.47	4.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Value	775	4.39	1.11	4.5	1	6
I think English is important.	773	4.60	1.35	5.0	1	6
I think English is useful.	769	4.91	1.16	5.0	1	6
What I learn in my English classes will be useful in the future.	764	4.04	1.43	4.0	1	6
What I learn in my English classes will help me in my future career.	762	3.97	1.48	4.0	1	6

4.2.1.4 History value

4.2.1.4.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: History Value	401	3.78	1.27	3.75	1	6
I think History is important.	400	4.04	1.51	4.00	1	6
I think History is useful.	397	4.51	1.34	5.00	1	6
What I learn in my History classes will be useful in the future.	398	3.41	1.51	3.00	1	6
What I learn in my History classes will help me in my future career.	396	3.13	1.59	3.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Value	1	3		3	3	3
I think History is important.	1	3		3	3	3
I think History is useful.	1	3		3	3	3
What I learn in my History classes will be useful in the future.	1	3		3	3	3
What I learn in my History classes will help me in my future career.	1	3		3	3	3

4.2.1.4.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: History Value	1227	3.92	1.23	4	1	6
I think History is important.	1216	4.18	1.45	4	1	6
I think History is useful.	1213	4.56	1.33	5	1	6
What I learn in my History classes will be useful in the future.	1218	3.56	1.51	3	1	6
What I learn in my History classes will help me in my future career.	1214	3.36	1.57	3	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Value	764	3.77	1.25	3.75	1	6
I think History is important.	760	4.01	1.46	4.00	1	6
I think History is useful.	754	4.37	1.33	4.00	1	6
What I learn in my History classes will be useful in the future.	757	3.40	1.50	3.00	1	6
What I learn in my History classes will help me in my future career.	759	3.27	1.57	3.00	1	6

4.2.2 Cost

4.2.2.1 Math Cost

4.2.2.1.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Math Cost	1113	2.71	1.27	2.5	1	6
I have to give up too much to do well in math.	1111	2.42	1.41	2.0	1	6
I worry too much about my Math class.	1107	3.09	1.68	3.0	1	6
I’m unable to put in the time needed to do well in math.	1109	2.32	1.30	2.0	1	6
My math class is too stressful for me.	1108	2.99	1.60	3.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Cost	5	3.55	1.85	2.75	1.75	6
I have to give up too much to do well in math.	5	3.20	1.79	2.00	2.00	6
I worry too much about my Math class.	5	3.80	2.28	4.00	1.00	6
I’m unable to put in the time needed to do well in math.	5	3.20	1.79	2.00	2.00	6
My math class is too stressful for me.	5	4.00	1.87	3.00	2.00	6

4.2.2.1.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Math Cost	3859	2.76	1.29	2.75	1	6
I have to give up too much to do well in math.	3845	2.44	1.43	2.00	1	6
I worry too much about my Math class.	3845	3.17	1.71	3.00	1	6
I’m unable to put in the time needed to do well in math.	3846	2.39	1.36	2.00	1	6
My math class is too stressful for me.	3845	3.03	1.60	3.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Math Cost	901	3.02	1.29	3	1	6
I have to give up too much to do well in math.	897	2.71	1.45	3	1	6
I worry too much about my Math class.	897	3.36	1.70	3	1	6
I’m unable to put in the time needed to do well in math.	897	2.67	1.40	2	1	6
My math class is too stressful for me.	897	3.32	1.60	3	1	6

4.2.2.2 Science Cost

4.2.2.2.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Science Cost	405	2.69	1.20	2.5	1	6
I have to give up too much to do well in Science.	404	2.41	1.37	2.0	1	6
I worry too much about my Science class.	404	3.14	1.58	3.0	1	6
I’m unable to put in the time needed to do well in Science.	403	2.36	1.29	2.0	1	6
My Science class is too stressful for me.	403	2.85	1.42	3.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Cost	2	3.5	0.00	3.5	3.5	3.5
I have to give up too much to do well in Science.	2	2.5	0.71	2.5	2.0	3.0
I worry too much about my Science class.	2	3.5	0.71	3.5	3.0	4.0
I’m unable to put in the time needed to do well in Science.	2	4.5	0.71	4.5	4.0	5.0
My Science class is too stressful for me.	2	3.5	0.71	3.5	3.0	4.0

4.2.2.2.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Science Cost	1393	2.60	1.23	2.5	1	6
I have to give up too much to do well in Science.	1387	2.32	1.40	2.0	1	6
I worry too much about my Science class.	1385	2.98	1.59	3.0	1	6
I’m unable to put in the time needed to do well in Science.	1388	2.32	1.35	2.0	1	6
My Science class is too stressful for me.	1387	2.78	1.42	3.0	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Science Cost	589	2.88	1.26	3	1	6
I have to give up too much to do well in Science.	585	2.66	1.44	3	1	6
I worry too much about my Science class.	589	3.19	1.58	3	1	6
I’m unable to put in the time needed to do well in Science.	586	2.67	1.40	3	1	6
My Science class is too stressful for me.	588	3.01	1.51	3	1	6

4.2.2.3 English Cost

4.2.2.3.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: English Cost	1325	2.28	1.13	2	1	6
I have to give up too much to do well in English.	1318	2.04	1.24	2	1	6
I worry too much about my English class	1308	2.47	1.54	2	1	6
I’m unable to put in the time needed to do well in English.	1315	2.21	1.30	2	1	6
My English class is too stressful for me.	1310	2.39	1.38	2	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Cost	8	1.88	0.98	1.75	1	3.75
I have to give up too much to do well in English.	8	2.12	1.25	2.00	1	4.00
I worry too much about my English class	8	1.62	1.19	1.00	1	4.00
I’m unable to put in the time needed to do well in English.	8	2.38	1.51	2.00	1	5.00
My English class is too stressful for me.	8	1.38	1.06	1.00	1	4.00

4.2.2.3.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: English Cost	4427	2.38	1.19	2.25	1	6
I have to give up too much to do well in English.	4407	2.13	1.33	2.00	1	6
I worry too much about my English class	4388	2.60	1.56	2.00	1	6
I’m unable to put in the time needed to do well in English.	4403	2.29	1.38	2.00	1	6
My English class is too stressful for me.	4390	2.48	1.42	2.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: English Cost	770	2.48	1.20	2.25	1	6
I have to give up too much to do well in English.	768	2.30	1.38	2.00	1	6
I worry too much about my English class	767	2.56	1.50	2.00	1	6
I’m unable to put in the time needed to do well in English.	769	2.52	1.40	2.00	1	6
My English class is too stressful for me.	766	2.54	1.41	2.00	1	6

4.2.2.4 History Cost

4.2.2.4.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: History Cost	400	2.36	1.12	2.12	1	6
I have to give up too much to do well in History.	399	2.19	1.26	2.00	1	6
I worry too much about my History class.	399	2.52	1.46	2.00	1	6
I’m unable to put in the time needed to do well in History.	396	2.32	1.24	2.00	1	6
My History class is too stressful for me.	399	2.44	1.37	2.00	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Cost	1	3		3	3	3
I have to give up too much to do well in History.	1	3		3	3	3
I worry too much about my History class.	1	3		3	3	3
I’m unable to put in the time needed to do well in History.	1	3		3	3	3
My History class is too stressful for me.	1	3		3	3	3

4.2.2.4.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: History Cost	1223	2.37	1.15	2	1	6
I have to give up too much to do well in History.	1217	2.19	1.33	2	1	6
I worry too much about my History class.	1218	2.52	1.46	2	1	6
I’m unable to put in the time needed to do well in History.	1214	2.35	1.32	2	1	6
My History class is too stressful for me.	1219	2.43	1.36	2	1	6

Late Fall	count	mean	sd	median	min	max
Composite: History Cost	764	2.54	1.26	2.25	1	6
I have to give up too much to do well in History.	759	2.43	1.43	2.00	1	6
I worry too much about my History class.	759	2.56	1.53	2.00	1	6
I’m unable to put in the time needed to do well in History.	763	2.63	1.41	2.00	1	6
My History class is too stressful for me.	758	2.54	1.50	2.00	1	6

4.2.3 Expectations for Graduation

4.2.3.1 Time To Degree

4.2.3.1.1 Comprehensive Universities

How long do you think it will take you to earn your degree?	Number of Responses
2 years or less	159
Between 2 and 3 years	174
Between 3 and 4 years	768
Between 4 and 5 years	609
Between 5 and 6 years	96
Between 6 and 7 years	43
Between 7 and 8 years	31
More than 8 years	19

4.2.3.1.2 System Total

How long do you think it will take you to earn your degree?	Number of Responses
2 years or less	363
Between 2 and 3 years	815
Between 3 and 4 years	2647
Between 4 and 5 years	1759
Between 5 and 6 years	270
Between 6 and 7 years	98
Between 7 and 8 years	74
More than 8 years	53

4.2.3.2 Salary Expectations

4.2.3.2.1 Comprehensive Universities

How much do you think you will earn annually when you graduate?	Number of Responses	Percent of Responses
Unsure	168	8.9%
$15,000 or less	27	1.4%
Between $15,001 to $25,000	50	2.6%
Between $25,001 to $35,000	124	6.6%
Between $35,001 to $50,000	275	14.6%
Between $50,001 to $75,000	553	29.3%
Between $75,001 to $100,000	491	26.0%
Between $100,001 to $150,000	162	8.6%
More than $150,000	40	2.1%
Total	1890	100.0%

4.2.3.2.2 System Total

How much do you think you will earn annually when you graduate?	Number of Responses	Percent of Responses
Unsure	606	10.0%
$15,000 or less	110	1.8%
Between $15,001 to $25,000	300	4.9%
Between $25,001 to $35,000	473	7.8%
Between $35,001 to $50,000	926	15.3%
Between $50,001 to $75,000	1598	26.4%
Between $75,001 to $100,000	1417	23.4%
Between $100,001 to $150,000	506	8.3%
More than $150,000	127	2.1%
Total	6063	100.0%

4.2.3.3 Salary Expectations Today

4.2.3.3.1 Comprehensive Universities

How much do you think you will earn annually right now?	Number of Responses	Percent of Responses
Unsure	158	8.3%
$15,000 or less	373	19.7%
Between $15,001 to $25,000	305	16.1%
Between $25,001 to $35,000	300	15.8%
Between $35,001 to $50,000	324	17.1%
Between $50,001 to $75,000	233	12.3%
Between $75,001 to $100,000	129	6.8%
Between $100,001 to $150,000	62	3.3%
More than $150,000	13	0.7%
Total	1897	100.0%

4.2.3.3.2 System Total

How much do you think you will earn annually right now?	Number of Responses	Percent of Responses
Unsure	581	9.6%
$15,000 or less	1261	20.8%
Between $15,001 to $25,000	1043	17.2%
Between $25,001 to $35,000	939	15.5%
Between $35,001 to $50,000	945	15.6%
Between $50,001 to $75,000	671	11.1%
Between $75,001 to $100,000	414	6.8%
Between $100,001 to $150,000	164	2.7%
More than $150,000	48	0.8%
Total	6066	100.0%

4.2.4 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.

4.3 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.

4.3.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
A. Composite: College Belonging	1851	4.45	1.17	4.5	1	6
A1. I belong at this college/university.	1849	4.15	1.33	4.0	1	6
A2. I feel like this college/university is a good fit for me.	1846	4.75	1.21	5.0	1	6
B. Composite: College Identity	1851	3.98	1.27	4.0	1	6
B1. Being a student at this college/university is an important part of my identity.	1850	3.68	1.49	4.0	1	6
B2. I am very proud to be a student at this college/university.	1848	4.28	1.33	4.0	1	6
C. Composite: College Involvement	1850	3.83	1.43	4.0	1	6
C1. I feel more academically prepared than other students at this college/university.	1847	3.78	1.34	4.0	1	6
C2. I am very involved in groups and/or activities at this college/university.	1846	3.78	1.52	4.0	1	6
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded)	1848	3.88	1.63	4.0	1	6
D. Composite: Belonging Uncertainty	1848	2.99	1.42	3.0	1	6
D1. When something bad happens, I feel that maybe I don’t belong at college.	1845	2.74	1.50	2.0	1	6
D2. Sometimes I feel that I belong at college, and sometimes I feel that I don’t belong at college.	1846	3.24	1.67	3.0	1	6
D3. I don’t know if I really belong in my major.	1842	2.25	1.40	2.0	1	6

Late Fall	count	mean	sd	median	min	max
A. Composite: College Belonging	10	4.50	1.03	4.25	3.0	6
A1. I belong at this college/university.	10	4.30	1.16	4.00	3.0	6
A2. I feel like this college/university is a good fit for me.	10	4.70	1.16	4.00	3.0	6
B. Composite: College Identity	10	3.75	1.50	3.75	1.5	6
B1. Being a student at this college/university is an important part of my identity.	10	3.30	1.83	3.50	1.0	6
B2. I am very proud to be a student at this college/university.	10	4.20	1.23	4.00	2.0	6
C. Composite: College Involvement	10	2.25	1.34	2.00	1.0	4
C1. I feel more academically prepared than other students at this college/university.	10	4.20	1.69	4.00	1.0	6
C2. I am very involved in groups and/or activities at this college/university.	10	2.00	1.49	1.00	1.0	5
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded)	10	2.50	1.84	2.00	1.0	6
D. Composite: Belonging Uncertainty	10	3.55	1.42	3.25	2.0	6
D1. When something bad happens, I feel that maybe I don’t belong at college.	10	2.70	1.83	2.50	1.0	6
D2. Sometimes I feel that I belong at college, and sometimes I feel that I don’t belong at college.	10	4.40	1.71	4.50	1.0	6
D3. I don’t know if I really belong in my major.	10	2.70	1.42	3.00	1.0	4

4.3.2 System Total

Early Fall	count	mean	sd	median	min	max
A. Composite: College Belonging	5923	4.58	1.16	4.5	1	6
A1. I belong at this college/university.	5916	4.33	1.33	4.0	1	6
A2. I feel like this college/university is a good fit for me.	5906	4.83	1.20	5.0	1	6
B. Composite: College Identity	5925	4.28	1.26	4.5	1	6
B1. Being a student at this college/university is an important part of my identity.	5921	4.01	1.49	4.0	1	6
B2. I am very proud to be a student at this college/university.	5911	4.55	1.29	5.0	1	6
C. Composite: College Involvement	5919	3.98	1.42	4.0	1	6
C1. I feel more academically prepared than other students at this college/university.	5910	3.70	1.35	4.0	1	6
C2. I am very involved in groups and/or activities at this college/university.	5896	3.99	1.53	4.0	1	6
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded)	5910	3.96	1.65	4.0	1	6
D. Composite: Belonging Uncertainty	5916	3.02	1.42	3.0	1	6
D1. When something bad happens, I feel that maybe I don’t belong at college.	5901	2.79	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.	5899	3.25	1.68	3.0	1	6
D3. I don’t know if I really belong in my major.	5897	2.28	1.47	2.0	1	6

Late Fall	count	mean	sd	median	min	max
A. Composite: College Belonging	1568	4.01	1.28	4.0	1	6
A1. I belong at this college/university.	1565	3.80	1.38	4.0	1	6
A2. I feel like this college/university is a good fit for me.	1566	4.21	1.38	4.0	1	6
B. Composite: College Identity	1569	3.81	1.25	4.0	1	6
B1. Being a student at this college/university is an important part of my identity.	1568	3.64	1.45	4.0	1	6
B2. I am very proud to be a student at this college/university.	1564	3.98	1.34	4.0	1	6
C. Composite: College Involvement	1566	3.57	1.31	3.5	1	6
C1. I feel more academically prepared than other students at this college/university.	1562	3.65	1.31	4.0	1	6
C2. I am very involved in groups and/or activities at this college/university.	1562	3.56	1.43	4.0	1	6
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded)	1562	3.57	1.58	4.0	1	6
D. Composite: Belonging Uncertainty	1566	3.28	1.39	3.0	1	6
D1. When something bad happens, I feel that maybe I don’t belong at college.	1562	3.06	1.55	3.0	1	6
D2. Sometimes I feel that I belong at college, and sometimes I feel that I don’t belong at college.	1562	3.50	1.62	3.0	1	6
D3. I don’t know if I really belong in my major.	1560	2.61	1.52	2.0	1	6

4.4 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.

4.4.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max
Composite: Persistence (Grit)	1948	4.77	0.91	5	1	6
I am a hard worker.	1948	4.90	0.99	5	1	6
I finish whatever I begin.	1924	4.64	1.09	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Persistence (Grit)	10	4.5	1.51	4.75	1	6
I am a hard worker.	10	4.5	1.43	5.00	1	6
I finish whatever I begin.	10	4.5	1.65	4.50	1	6

4.4.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Persistence (Grit)	6160	4.83	0.91	5	1	6
I am a hard worker.	6152	4.97	0.98	5	1	6
I finish whatever I begin.	6068	4.69	1.10	5	1	6

Late Fall	count	mean	sd	median	min	max
Composite: Persistence (Grit)	1587	4.61	1.02	4.5	1	6
I am a hard worker.	1585	4.71	1.10	5.0	1	6
I finish whatever I begin.	1551	4.50	1.16	5.0	1	6

4.5 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.

4.5.1 Reasons for Attending College

4.5.1.1 Independent Motives

4.5.1.1.1 Comprehensive Universities

Motive	count	mean	std. dev.	median	min	max
Composite: Independent Motives	1951	4.95	0.90	5	1	6
Develop my independent thinking.	1949	5.08	1.17	5	1	6
Expand my understanding of the world.	1945	4.89	1.22	5	1	6
Explore new interests.	1945	4.63	1.23	5	1	6
Learn more about my interests.	1946	5.19	1.08	6	1	6

4.5.1.1.2 System Total

Motive	count	mean	std. dev.	median	min	max
Composite: Independent Motives	6196	5.03	0.86	5.25	1	6
Develop my independent thinking.	6178	5.16	1.08	6.00	1	6
Expand my understanding of the world.	6180	4.97	1.15	5.00	1	6
Explore new interests.	6175	4.70	1.19	5.00	1	6
Learn more about my interests.	6167	5.28	1.02	6.00	1	6

4.5.1.2 Interdependent Motives

4.5.1.2.1 Comprehensive Universities

Motive	count	mean	std. dev.	median	min	max
Composite: Interdependent Motives	1954	4.42	1.14	4.5	1	6
Give back to my community.	1946	4.10	1.45	4.0	1	6
Help my family out after I’m done with college.	1950	4.42	1.53	5.0	1	6
Provide a better life for my own children.	1943	4.80	1.70	6.0	1	6
Serve as a role model for people in my community.	1948	4.35	1.55	5.0	1	6

4.5.1.2.2 System Total

Motive	count	mean	std. dev.	median	min	max
Composite: Interdependent Motives	6196	4.62	1.11	4.75	1	6
Give back to my community.	6170	4.30	1.40	4.00	1	6
Help my family out after I’m done with college.	6179	4.64	1.46	5.00	1	6
Provide a better life for my own children.	6168	4.99	1.57	6.00	1	6
Serve as a role model for people in my community.	6161	4.56	1.49	5.00	1	6

4.5.1.3 Helping Motives

4.5.1.3.1 Comprehensive Universities

Motive	count	mean	std. dev.	median	min	max
Composite: Helping Motives	1954	4.44	1.18	4.67	1	6
Give back to my community.	1946	4.10	1.45	4.00	1	6
Help my family out after I’m done with college.	1950	4.42	1.53	5.00	1	6
Provide a better life for my own children.	1943	4.80	1.70	6.00	1	6

4.5.1.3.2 System Total

Motive	count	mean	std. dev.	median	min	max
Composite: Helping Motives	6196	4.64	1.14	5	1	6
Give back to my community.	6170	4.30	1.40	4	1	6
Help my family out after I’m done with college.	6179	4.64	1.46	5	1	6
Provide a better life for my own children.	6168	4.99	1.57	6	1	6

4.5.2 Reasons for Selecting a Major

Early and Late Fall responses are combined for the summary below.

4.5.2.1 Comprehensive 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.

4.5.2.2 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.

4.5.3 Family Support

4.5.3.1 Comprehensive Universities

Motive	count	mean	std. dev.	median	min	max
Composite: Family Support	1847	5.56	0.83	6	1	6
My family doesn’t understand why I want to go to college. (Reverse Coded)	1843	5.58	0.99	6	1	6
My family questions whether a college education is valuable. (Reverse Coded)	1838	5.60	1.00	6	1	6
My family strongly supports me in my desire to go to college.	1844	5.51	0.99	6	1	6

4.5.3.2 System Total

Motive	count	mean	std. dev.	median	min	max
Composite: Family Support	5911	5.48	0.91	6	1	6
My family doesn’t understand why I want to go to college. (Reverse Coded)	5897	5.44	1.17	6	1	6
My family questions whether a college education is valuable. (Reverse Coded)	5891	5.48	1.17	6	1	6
My family strongly supports me in my desire to go to college.	5902	5.52	0.97	6	1	6

4.6 Perception of Faculty Mindset

4.6.1 Comprehensive Universities

Early Fall	count	mean	sd	median	min	max

Late Fall	count	mean	sd	median	min	max

4.6.2 System Total

Early Fall	count	mean	sd	median	min	max
Composite: Perception of Facutly	1440	4.52	0.95	4.62	1.25	6
The Instructors at my school seem to believe that some students are smart, while others are not. (Reverse Coded)	1434	4.87	1.32	5.00	1.00	6
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)	1435	3.62	1.61	4.00	1.00	6
The instructors at my school seem to believe that every student can learn new things and significantly grow their intelligence.	1431	4.94	1.15	5.00	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)	1433	4.63	1.37	5.00	1.00	6
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)	1436	4.47	1.47	5.00	1.00	6
The instructors at my school seem to believe that students either “have it” or they don’t. (Reverse Coded)	1434	4.60	1.42	5.00	1.00	6
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)	1436	4.67	1.42	5.00	1.00	6

Late Fall	count	mean	sd	median	min	max
Composite: Perception of Facutly	1440	4.52	0.95	4.62	1.25	6
The Instructors at my school seem to believe that some students are smart, while others are not. (Reverse Coded)	1434	4.87	1.32	5.00	1.00	6
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)	1435	3.62	1.61	4.00	1.00	6
The instructors at my school seem to believe that every student can learn new things and significantly grow their intelligence.	1431	4.94	1.15	5.00	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)	1433	4.63	1.37	5.00	1.00	6
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)	1436	4.47	1.47	5.00	1.00	6
The instructors at my school seem to believe that students either “have it” or they don’t. (Reverse Coded)	1434	4.60	1.42	5.00	1.00	6
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)	1436	4.67	1.42	5.00	1.00	6

5 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.

5.1 Mindset Growth Mindset Composite graphs T1 vs. T2

5.1.1 Comprehensive Universities

5.1.2 System Total

5.1.3 Comparisons by Minority Status and Gender (System Level)

5.1.3.1 Race and Ethnicity

5.1.3.2 Gender

5.2 Purpose and Value Composite Graphs T1 vs. T2

5.2.1 Comprehensive Universities

5.2.2 System Total

5.2.3 Comparisons by Minority Status and Gender (System Level)

5.2.3.1 Race and Ethnicity

5.2.3.2 Gender

5.3 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.

5.3.1 Comprehensive Universities

5.3.2 System Total

5.3.3 Comparisons by Minority Status and Gender (System Level)

5.3.3.1 Race and Ethnicity

5.3.3.2 Gender

5.4 Academic Preparedness Composite graphs T1 vs. T2

5.4.1 Comprehensive Universities

5.4.2 System Total

5.4.3 Comparisons by Minority Status and Gender (System Level)

5.4.3.1 Race and Ethnicity

5.4.3.2 Gender

5.5 Perception of Faculty Composite Graphs T1 vs. T2

5.5.1 Comprehensive Universities

5.5.2 System Total

5.5.3 Comparisons by Minority Status and Gender (System Level)

5.5.3.1 Race and Ethnicity

5.5.3.2 Gender