1 Freshman Academic Mindset at Research Universities for 2022

This report provides summary information for Research 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, Research 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 Research 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
1935 895 1065 25

3.2 Race and Ethnicity

Race n percent
Alaskan Native or American Indian 3 0.2%
Asian 418 22.7%
Black or African American 560 30.4%
Hispanic or Latino 304 16.5%
Native Hawaiian or Other Pacific Islander 2 0.1%
Unknown 21 1.1%
White 537 29.1%
Total 1845 100.0%

3.3 Gender

3.3.1 Research Universities

Gender n percent
Female 1135 58.7%
Male 800 41.3%

3.3.2 System Total

Gender n percent
Female 4682 63.0%
Male 2751 37.0%

3.4 Age

3.4.1 Research Universities

Average median mode min max
19.16 18 18 16 76

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
22 325

3.5.2 Number of Children

3.5.3 Research Universities

If you have children who live with you, please indicate how many.
Number of Children N
5 or more 11

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
11 106

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 Research Universities

Student Perceived Economic Status
Student_rating n percent
3 1 2.9%
4 2 5.9%
5 13 38.2%
6 6 17.6%
7 6 17.6%
8 4 11.8%
9 2 5.9%

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 Research Universities
Early Fall count mean sd median min max
Composite: Math Growth Mindset 470 4.76 1.18 5 1 6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded) 470 4.67 1.36 5 1 6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded) 467 4.89 1.21 5 1 6
Your math intelligence is something about you that you can’t change very much. (Reverse coded) 466 4.72 1.30 5 1 6
Early Fall count mean sd median min max
Composite: Math Growth Mindset 470 4.76 1.18 5 1 6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded) 470 4.67 1.36 5 1 6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded) 467 4.89 1.21 5 1 6
Your math intelligence is something about you that you can’t change very much. (Reverse coded) 466 4.72 1.30 5 1 6
Late Fall count mean sd median min max
Composite: Math Growth Mindset 795 4.33 1.22 4.33 1 6
You can learn new things, but you can’t really change your basic math intelligence. (Reverse coded) 795 4.16 1.47 4.00 1 6
You have a certain amount of math intelligence and you really can’t do much to change it. (Reverse coded) 791 4.53 1.34 5.00 1 6
Your math intelligence is something about you that you can’t change very much. (Reverse coded) 794 4.31 1.41 4.50 1 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 Research Universities
Early Fall count mean sd median min max
Composite: Science Growth Mindset 238 4.99 1.06 5 1 6
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded) 238 4.95 1.18 5 1 6
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded) 237 5.07 1.05 5 1 6
Your science intelligence is something about you that you can’t change very much. (Reverse coded) 238 4.94 1.17 5 1 6
Late Fall count mean sd median min max
Composite: Science Growth Mindset 203 4.39 1.32 4.33 1 6
You can learn new things, but you can’t really change your basic science intelligence. (Reverse coded) 202 4.35 1.49 5.00 1 6
You have a certain amount of science intelligence and you really can’t do much to change it. (Reverse coded) 202 4.46 1.46 5.00 1 6
Your science intelligence is something about you that you can’t change very much. (Reverse coded) 203 4.39 1.43 5.00 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: English Growth Mindset 680 4.67 1.21 5 1 6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded) 679 4.40 1.55 5 1 6
You have a certain amount of English intelligence and you really can’t do much to change it. (Reverse coded) 671 5.02 1.15 5 1 6
Your English intelligence is something about you that you can’t change very much. (Reverse coded) 676 4.61 1.41 5 1 6
Late Fall count mean sd median min max
Composite: English Growth Mindset 661 4.02 1.29 4 1 6
You can learn new things, but you can’t really change your basic English intelligence. (Reverse coded) 660 3.60 1.61 4 1 6
You have a certain amount of English intelligence and you really can’t do much to change it. (Reverse coded) 655 4.52 1.37 5 1 6
Your English intelligence is something about you that you can’t change very much. (Reverse coded) 658 3.95 1.53 4 1 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 Research Universities
Early Fall count mean sd median min max
Composite: History Growth Mindset 287 4.80 1.23 5 1 6
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded) 96 3.78 1.55 4 1 6
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded) 95 4.80 1.27 5 1 6
Your History intelligence is something about you that you can’t change very much. (Reverse coded) 96 4.35 1.42 5 1 6
Late Fall count mean sd median min max
Composite: History Growth Mindset 457 3.97 1.37 4 1 6
You can learn new things, but you can’t really change your basic History intelligence. (Reverse coded) 371 3.60 1.50 4 1 6
You have a certain amount of History intelligence and you really can’t do much to change it. (Reverse coded) 373 4.43 1.43 5 1 6
Your History intelligence is something about you that you can’t change very much. (Reverse coded) 370 3.98 1.56 4 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: Math Expectancy 472 4.81 1.22 5 1 6
I believe that I can be successful in math. 471 4.76 1.30 5 1 6
I know I can learn the material in Math. 471 4.86 1.22 5 1 6
Late Fall count mean sd median min max
Composite: Math Expectancy 795 4.43 1.37 5 1 6
I believe that I can be successful in math. 794 4.39 1.43 5 1 6
I know I can learn the material in Math. 795 4.47 1.38 5 1 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 Research Universities
Early Fall count mean sd median min max
Composite: Science Expectancy 238 5.24 0.87 5.5 1.5 6
I believe that I can be successful in Science. 238 5.24 0.96 6.0 1.0 6
I know I can learn the material in Science. 238 5.23 0.87 5.0 2.0 6
Late Fall count mean sd median min max
Composite: Science Expectancy 203 4.74 1.08 5 1 6
I believe that I can be successful in Science. 203 4.74 1.12 5 1 6
I know I can learn the material in Science. 203 4.73 1.13 5 1 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 Research Universities
Early Fall count mean sd median min max
Composite: English Expectancy 682 5.50 0.81 6 1 6
I believe that I can be successful in English. 680 5.44 0.90 6 1 6
I know I can learn the material in English. 680 5.56 0.80 6 1 6
Late Fall count mean sd median min max
Composite: English Expectancy 661 5.18 1.01 5.5 1 6
I believe that I can be successful in English. 660 5.11 1.11 6.0 1 6
I know I can learn the material in English. 660 5.26 0.99 6.0 1 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 Research Universities
Early Fall count mean sd median min max
Composite: History Expectancy 97 4.85 1.05 5 2.5 6
I believe that I can be successful in History. 97 4.85 1.12 5 2.0 6
I know I can learn the material in History 97 4.85 1.05 5 2.0 6
Late Fall count mean sd median min max
Composite: History Expectancy 373 4.61 1.22 5 1 6
I believe that I can be successful in History. 370 4.53 1.36 5 1 6
I know I can learn the material in History 373 4.68 1.25 5 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: Math Value 471 4.70 1.23 5 1 6
I think math is important. 469 4.66 1.45 5 1 6
I think math is useful. 466 5.06 1.09 5 1 6
What I learn in my math classes will be useful in the future. 467 4.55 1.47 5 1 6
What I learn in my math classes will help me in my future career. 464 4.54 1.52 5 1 6
Late Fall count mean sd median min max
Composite: Math Value 796 4.09 1.36 4.25 1 6
I think math is important. 791 3.98 1.60 4.00 1 6
I think math is useful. 786 4.50 1.36 5.00 1 6
What I learn in my math classes will be useful in the future. 794 3.94 1.58 4.00 1 6
What I learn in my math classes will help me in my future career. 792 3.94 1.67 4.00 1 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 Research Universities
Early Fall count mean sd median min max
Composite: Science Value 238 5.41 0.80 5.75 2.25 6
I think Science is important. 237 5.41 0.96 6.00 1.00 6
I think Science is useful. 237 5.60 0.64 6.00 3.00 6
What I learn in my Science classes will be useful in the future. 237 5.29 1.03 6.00 1.00 6
What I learn in my Science classes will help me in my future career. 235 5.34 1.12 6.00 1.00 6
Late Fall count mean sd median min max
Composite: Science Value 203 4.86 1.07 5 1.5 6
I think Science is important. 203 4.78 1.20 5 1.0 6
I think Science is useful. 202 5.06 1.03 5 1.0 6
What I learn in my Science classes will be useful in the future. 203 4.77 1.34 5 1.0 6
What I learn in my Science classes will help me in my future career. 201 4.82 1.36 5 1.0 6
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 Research Universities
Early Fall count mean sd median min max
Composite: English Value 681 4.40 1.08 4.5 1 6
I think English is important. 677 4.69 1.38 5.0 1 6
I think English is useful. 677 4.97 1.11 5.0 1 6
What I learn in my English classes will be useful in the future. 670 4.01 1.37 4.0 1 6
What I learn in my English classes will help me in my future career. 673 3.89 1.47 4.0 1 6
Late Fall count mean sd median min max
Composite: English Value 661 4.36 1.11 4.5 1 6
I think English is important. 660 4.56 1.35 5.0 1 6
I think English is useful. 657 4.89 1.16 5.0 1 6
What I learn in my English classes will be useful in the future. 654 4.01 1.41 4.0 1 6
What I learn in my English classes will help me in my future career. 654 3.95 1.47 4.0 1 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 Research Universities
Early Fall count mean sd median min max
Composite: History Value 97 3.75 1.18 3.75 1 6
I think History is important. 97 4.04 1.47 4.00 1 6
I think History is useful. 96 4.48 1.34 5.00 1 6
What I learn in my History classes will be useful in the future. 95 3.25 1.44 3.00 1 6
What I learn in my History classes will help me in my future career. 94 3.10 1.46 3.00 1 6
Late Fall count mean sd median min max
Composite: History Value 373 3.61 1.26 3.5 1 6
I think History is important. 372 3.87 1.47 4.0 1 6
I think History is useful. 370 4.30 1.34 4.0 1 6
What I learn in my History classes will be useful in the future. 371 3.26 1.53 3.0 1 6
What I learn in my History classes will help me in my future career. 369 3.00 1.60 3.0 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: Math Cost 468 2.77 1.24 2.75 1 6
I have to give up too much to do well in math. 468 2.51 1.38 2.00 1 6
I worry too much about my Math class. 468 3.14 1.63 3.00 1 6
I’m unable to put in the time needed to do well in math. 466 2.42 1.33 2.00 1 6
My math class is too stressful for me. 467 2.99 1.50 3.00 1 6
Late Fall count mean sd median min max
Composite: Math Cost 795 3.00 1.28 3 1 6
I have to give up too much to do well in math. 791 2.70 1.43 3 1 6
I worry too much about my Math class. 793 3.33 1.68 3 1 6
I’m unable to put in the time needed to do well in math. 792 2.67 1.40 2 1 6
My math class is too stressful for me. 792 3.29 1.59 3 1 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 Research Universities
Early Fall count mean sd median min max
Composite: Science Cost 238 2.66 1.17 2.5 1 6
I have to give up too much to do well in Science. 237 2.33 1.39 2.0 1 6
I worry too much about my Science class. 237 3.08 1.51 3.0 1 6
I’m unable to put in the time needed to do well in Science. 238 2.35 1.32 2.0 1 6
My Science class is too stressful for me. 236 2.85 1.28 3.0 1 6
Late Fall count mean sd median min max
Composite: Science Cost 204 3.11 1.26 3.0 1 6
I have to give up too much to do well in Science. 202 2.90 1.47 3.0 1 6
I worry too much about my Science class. 204 3.56 1.62 3.5 1 6
I’m unable to put in the time needed to do well in Science. 203 2.69 1.43 2.0 1 6
My Science class is too stressful for me. 203 3.32 1.52 3.0 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: English Cost 679 2.07 1.03 1.75 1 6
I have to give up too much to do well in English. 676 1.98 1.22 2.00 1 6
I worry too much about my English class 670 2.14 1.34 2.00 1 6
I’m unable to put in the time needed to do well in English. 677 2.09 1.18 2.00 1 6
My English class is too stressful for me. 670 2.10 1.21 2.00 1 6
Late Fall count mean sd median min max
Composite: English Cost 660 2.47 1.16 2.25 1 6
I have to give up too much to do well in English. 659 2.29 1.37 2.00 1 6
I worry too much about my English class 657 2.55 1.46 2.00 1 6
I’m unable to put in the time needed to do well in English. 660 2.52 1.37 2.00 1 6
My English class is too stressful for me. 656 2.52 1.37 2.00 1 6
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 Research Universities
Early Fall count mean sd median min max
Composite: History Cost 96 2.22 0.93 2 1 4.5
I have to give up too much to do well in History. 96 2.16 1.32 2 1 6.0
I worry too much about my History class. 95 2.22 1.26 2 1 6.0
I’m unable to put in the time needed to do well in History. 95 2.28 1.19 2 1 6.0
My History class is too stressful for me. 95 2.17 1.15 2 1 6.0
Late Fall count mean sd median min max
Composite: History Cost 373 2.49 1.26 2.25 1 6
I have to give up too much to do well in History. 372 2.38 1.43 2.00 1 6
I worry too much about my History class. 370 2.49 1.54 2.00 1 6
I’m unable to put in the time needed to do well in History. 373 2.57 1.40 2.00 1 6
My History class is too stressful for me. 370 2.48 1.49 2.00 1 6
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 Research Universities
How long do you think it will take you to earn your degree? Number of Responses
2 years or less 43
Between 2 and 3 years 70
Between 3 and 4 years 384
Between 4 and 5 years 327
Between 5 and 6 years 27
Between 6 and 7 years 10
Between 7 and 8 years 10
More than 8 years 6
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 Research Universities
How much do you think you will earn annually when you graduate? Number of Responses Percent of Responses
Unsure 90 10.3%
$15,000 or less 11 1.3%
Between $15,001 to $25,000 18 2.1%
Between $25,001 to $35,000 30 3.4%
Between $35,001 to $50,000 80 9.1%
Between $50,001 to $75,000 188 21.5%
Between $75,001 to $100,000 310 35.4%
Between $100,001 to $150,000 127 14.5%
More than $150,000 21 2.4%
Total 875 100.0%
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 Research Universities
How much do you think you will earn annually right now? Number of Responses Percent of Responses
Unsure 85 9.7%
$15,000 or less 148 16.9%
Between $15,001 to $25,000 124 14.2%
Between $25,001 to $35,000 113 12.9%
Between $35,001 to $50,000 174 19.9%
Between $50,001 to $75,000 132 15.1%
Between $75,001 to $100,000 66 7.6%
Between $100,001 to $150,000 22 2.5%
More than $150,000 10 1.1%
Total 874 100.0%
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 Research Universities

Early Fall count mean sd median min max
A. Composite: College Belonging 838 4.67 1.14 5.0 1 6
A1. I belong at this college/university. 838 4.47 1.30 5.0 1 6
A2. I feel like this college/university is a good fit for me. 834 4.88 1.15 5.0 1 6
B. Composite: College Identity 838 4.45 1.21 4.5 1 6
B1. Being a student at this college/university is an important part of my identity. 838 4.18 1.46 4.0 1 6
B2. I am very proud to be a student at this college/university. 837 4.73 1.23 5.0 1 6
C. Composite: College Involvement 837 4.46 1.30 4.5 1 6
C1. I feel more academically prepared than other students at this college/university. 835 3.60 1.42 4.0 1 6
C2. I am very involved in groups and/or activities at this college/university. 831 4.44 1.38 5.0 1 6
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded) 836 4.49 1.47 5.0 1 6
D. Composite: Belonging Uncertainty 836 3.02 1.44 3.0 1 6
D1. When something bad happens, I feel that maybe I don’t belong at college. 836 2.91 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. 832 3.13 1.69 3.0 1 6
D3. I don’t know if I really belong in my major. 832 2.45 1.45 2.0 1 6
Late Fall count mean sd median min max
A. Composite: College Belonging 1051 3.93 1.26 4.0 1 6
A1. I belong at this college/university. 1048 3.73 1.35 4.0 1 6
A2. I feel like this college/university is a good fit for me. 1049 4.13 1.37 4.0 1 6
B. Composite: College Identity 1052 3.73 1.23 4.0 1 6
B1. Being a student at this college/university is an important part of my identity. 1052 3.59 1.41 4.0 1 6
B2. I am very proud to be a student at this college/university. 1050 3.88 1.32 4.0 1 6
C. Composite: College Involvement 1049 3.66 1.26 3.5 1 6
C1. I feel more academically prepared than other students at this college/university. 1047 3.60 1.32 4.0 1 6
C2. I am very involved in groups and/or activities at this college/university. 1046 3.63 1.36 4.0 1 6
C3. I am not very involved on campus; I’m just here to take classes. (Reverse Coded) 1046 3.67 1.52 4.0 1 6
D. Composite: Belonging Uncertainty 1049 3.29 1.38 3.0 1 6
D1. When something bad happens, I feel that maybe I don’t belong at college. 1047 3.06 1.54 3.0 1 6
D2. Sometimes I feel that I belong at college, and sometimes I feel that I don’t belong at college. 1047 3.53 1.64 3.0 1 6
D3. I don’t know if I really belong in my major. 1045 2.69 1.52 2.0 1 6

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 Research Universities

Early Fall count mean sd median min max
Composite: Persistence (Grit) 888 4.81 0.90 5 1 6
I am a hard worker. 885 4.99 0.97 5 1 6
I finish whatever I begin. 881 4.63 1.09 5 1 6
Late Fall count mean sd median min max
Composite: Persistence (Grit) 1058 4.50 1.01 4.5 1 6
I am a hard worker. 1057 4.59 1.11 5.0 1 6
I finish whatever I begin. 1039 4.42 1.15 4.0 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 Research Universities
Motive count mean std. dev. median min max
Composite: Independent Motives 893 5.00 0.85 5 1 6
Develop my independent thinking. 891 5.01 1.12 5 1 6
Expand my understanding of the world. 891 5.08 1.10 5 1 6
Explore new interests. 889 4.72 1.16 5 1 6
Learn more about my interests. 888 5.18 1.02 5 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 Research Universities
Motive count mean std. dev. median min max
Composite: Interdependent Motives 892 4.35 1.15 4.5 1 6
Give back to my community. 890 4.26 1.39 4.0 1 6
Help my family out after I’m done with college. 890 4.26 1.55 4.0 1 6
Provide a better life for my own children. 890 4.61 1.66 5.0 1 6
Serve as a role model for people in my community. 884 4.25 1.54 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 Research Universities
Motive count mean std. dev. median min max
Composite: Helping Motives 892 4.38 1.18 4.67 1 6
Give back to my community. 890 4.26 1.39 4.00 1 6
Help my family out after I’m done with college. 890 4.26 1.55 4.00 1 6
Provide a better life for my own children. 890 4.61 1.66 5.00 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 Research 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 Research Universities

Motive count mean std. dev. median min max
Composite: Family Support 835 5.69 0.65 6 1.33 6
My family doesn’t understand why I want to go to college. (Reverse Coded) 833 5.69 0.83 6 1.00 6
My family questions whether a college education is valuable. (Reverse Coded) 833 5.73 0.80 6 1.00 6
My family strongly supports me in my desire to go to college. 834 5.66 0.79 6 1.00 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 Research 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 Research 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 Research 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 Research 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 Research 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 Research 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