adult attitudes 08

8/7/2019 Adult Attitudes 08

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The Attitudes of Incoming

Adult Learners

2008 NATIONAL RESEARCH STUDY

This report compares the self-reported attitudes and motivations of fi rst-year, nontraditional-age students to those of fi rst-year, traditional-agelearners, based on a 100-item attitudinal survey administered in the

summer and early fall of 2007. The report covers a broad range of studentsuccess issues, including, but not limited to, study habits, desire to fi nishcollege, receptivity to assistance, and clarity on a career direction.

Among the fi ndings:

More than three-quarters of incoming adult learners (77 percent)indicated they study hard even for courses I dont like, compared tojust over half (56 percent) of traditional-age students.

More than half of incoming adult learners (57 percent) expected to workat a full- or part-time job more than 20 hours a week while attending

classes, compared to less than a quarter (21 percent) of traditional-agestudents.

Many more incoming adult learners than traditional-age studentsindicated they enjoyed reading.

One-third of incoming adult learners (35 percent) indicated interest inlearning about campus clubs and social organizations, compared tomore than half (57 percent) of traditional-age students.

Close to half of incoming adult learners (45 percent) indicated they hadfi nancial problems that are very distracting and troublesome comparedto approximately a quarter (27 percent) of traditional-age students.

Questions or comments about this report may be directed toTim Culver, Noel-Levitz vice president of consulting services, [email protected] or Elizabeth Herr, Ph.D., senior statistician, [email protected].

A supplement to the 2008

National Freshman Attitudes Report
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his report buildsn our 2008ational Freshmanttitudes Report,dding yet anotheryer to the

xisting nationalesearch onollege freshmen.

Incoming adult learners arrive at college readyto work hard

More adult learners compared to traditional-age learners arrived at college last fall determinedto study hard and make the sacrifi ces necessary to accomplish their educational goals. These

same adult learners worried more about their personal fi nances and brought less interest inattending campus social functions.

These are among the fi ndings of this fi rst-ever Noel-Levitz national study on the attitudes offi rst-year nontraditional-age learners. This report builds on the third annual 2008 NationalFreshman Attitudes Reportreleased in February 2008, which examined attitudinal trendsamong freshman as a whole as well as differences between fi rst-generation and non-fi rst-generation freshmen.

To download either of these reports, please go to www.noellevitz.com/freshmanreport.

Inside...

Incoming adult learners arrive ready to work hard to accomplishtheir goals ...................................................................................... 4

Adult learners more inclined to read ................................................. 4

Adult learners bring greater stress fi nancially ................................... 5

Appendix with additional fi ndings and data ....................................... 7

See the appendix for additional, detailed fi ndings: Compare respondents answers to all 100 survey items

Compare all fi ndings by respondents institution type four-year public vs. four-year private vs. two-year institutions

About the survey instrument used in this study ................................. 14

About Noel-Levitz ........................................................................... 16

2 2008 Noel-Levitz, Inc. 2008 National Adult Attitudes Report

Dont miss these

additional fi ndings.
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The source of data

In the summer and early fall of 2007, a total of 8,867 fi rst-year nontraditional-age students from 235colleges and universities nationwide completed a 100-item attitudinal survey during orientation or withintheir fi rst few weeks of classes. Respondents were enrolled at a broad cross-section of public and private,four-year and two-year institutions. The survey examined a wide range of the motivational characteristics

that the students brought with them to their collegiate learning experience. Students completed thesurvey online or used a traditional, paper-and-pencil format. For this study, nontraditional-age wasdefi ned as students 25 years of age or older.

For purposes of comparison, the fi ndings of these adult learners were then compared with those ofa comparable group of traditional-age learners, also from a broad cross-section of institutions, whocompleted the same survey in the same timeframe. The average age of the traditional-age group was 18.4.

The survey instrument used for this study was the College Student Inventory Form B (CSI-B) from theNoel-Levitz Retention Management System. In selecting the attitudes and motivations to be measuredby this instrument, a special focus was to identify attitudes that may pose barriers or opportunities forstudents in continuing and completing their degrees. For more information on the survey instrument,please see page 14.

For this studynontraditionaage was defi nas students 2years of age oolder.

Is your institution retaining its adult learners?

2008 Noel-Levitz, Inc. www.noellevitz.com 3

1 National Center for Education Statistics, Percentage distribution of enrollment and completion status of fi rst-time

postsecondary students starting during the 1995-96 academic year, by type of institution and other student characteristics:

2001, Digest of Education Statistics (August 2007): Table 318; http://nces.ed.gov/programs/digest/d07/tables/dt07_318.asp.

2 National Center for Education Statistics, Total fall enrollment in degree-granting institutions, by sex, age, and attendance

status: Selected years, 1970 through 2016, Digest of Education Statistics (August 2007): Table 181;

http://nces.ed.gov/programs/digest/d07/tables/dt07_181.asp.

Above: The dropout rate of adult learners compared to traditional-age students attwo-year and four-year institutions1

Despite their willingness to work hard, adult learners are harder to retain in higher

education, with many more of them failing to complete their educational goals than

traditional-age students, especially at four-year institutions. This presents a considerable

challenge as enrollment of adult learners at degree-granting institutions grew 186 percent

between 1970 and 2005 and is projected to grow another 20 percent by 2016.2

Note: Data shown above refl ect fi rst-time postsecondary students ages 24 and over who were no longer

enrolled and who had not completed a degree by 2001 after initially starting in academic year 1995-1996.

0

10

20

30

40

50

60

traditional-age studentadult learner

2-year institutions

56.6%

43.2%

dropoutrate

0

10

20

30

40

50

60

traditional-age studentadult learner

4-year institutions

49.9%

28.2%dropout

rate
https://www.noellevitz.com/default.htm?ReturnURL=%2fmyNoel-Levitz%2fMyHome.htm?utm_source=Attitudes%20of%20Incoming%20Adult%20Learnrs%200308&utm_medium=eprint&utm_campaign=papershttp://nces.ed.gov/programs/digest/d07/tables/dt07_318.asphttp://nces.ed.gov/programs/digest/d07/tables/dt07_181.asphttps://www.noellevitz.com/default.htm?ReturnURL=%2fmyNoel-Levitz%2fMyHome.htm?utm_source=Attitudes%20of%20Incoming%20Adult%20Learnrs%200308&utm_medium=eprint&utm_campaign=papershttp://nces.ed.gov/programs/digest/d07/tables/dt07_181.asphttp://nces.ed.gov/programs/digest/d07/tables/dt07_318.asp


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Incoming adult learners arrive ready to work hard to accomplish their goals


greater clarity about their career goals. Based on

these data, educators can expect that incoming

adult learners may, in general, be more willing

to work hard at their studies.

Respondents were asked to indicate their levels of agreement with specifi c statements. The followingstatements focused on students willingness to work hard and on their clarity on a career direction.

As shown above, fully three-quarters (77 percent)

of all adult learner respondents indicated they

were prepared to study very hard, compared to

56 percent of traditional-age student respondents.

Adult learner respondents also indicated they had

ore than half of

dult learners (57ercent) expected work at a full- or

art-time job morean 20 hours a weekhile attendingasses. For details,

ee page 13 of theppendix.

s further evidence

f their willingness work hard, moredult learners thanaditional-agearners indicatedey were receptive math tutoring5 percent vs. 45

ercent) and toelp with buildingeir reading skills

5 percent vs. 26ercent). For details,ee page 10 of theppendix.

Selected survey itemPercent of

adultlearners in

agreement*

Percent oftraditional-age

students inagreement

I study very hard for all my courses, even thoseI dont like.

77.2% 56.0%

I am deeply committed to my educational goals,and Im fully prepared to make the effort andsacrifi ces that will be needed to attain them.

94.6% 88.8%

I have made a fi rm decision to enter a certainoccupation and have begun planning my lifearound that decision.

77.9% 63.8%

Highlights from

the fi ndings

Adult learners more inclined to read

Compared to their traditional-age counterparts, many more incoming adult learners appeared toenjoy reading and books. More adult learners also indicated that the areas of math and physicalscience were challenging for them.

As shown above, more than two-thirds of

incoming adult learners (67 percent) indicated

they get a great deal of satisfaction from

reading compared to less than half (45 percent)

of traditional-age students. In addition, more

than half of adult learners (52 percent) indicated

math has always been a challenge for them and

more than a third of adult learners (35 percent)

indicated they had a very weak understanding

of the physical sciences.

Selected survey item

Percent ofadult

learners inagreement



I get a great deal of personal satisfaction fromreading.

67.4% 45.2%

Over the years, books have broadened my

horizons and stimulated my imagination.

71.8% 55.8%

Math has always been a challenge for me. 51.5% 41.9%

My understanding of the physical sciences isvery weak.

34.8% 27.2%

* Respondents indicated their level of agreement on a scale of 1 to 7. To see the rating

scale and how the above percentages were calculated, please turn to page 14.


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Selected survey item

Percent ofadult

learners inagreement



I would like to fi nd out more about the clubs andsocial organizations at my college.

35.3% 57.1%

Participating in large social gatherings is of littleinterest to me.

38.9% 23.8%

I would like to fi nd out about student governmentand the various activities on campus.

35.6% 49.6%

Compared to their traditional-age counterparts, adult learners indicated less interest in socialgatherings, social organizations, and student activities.

As shown above, only about one-third ofincoming adult learners (35 percent) indicated

interest in learning about campus clubs and social

organizations, compared to more than half (57

percent) of traditional-age students. Adult learnerswere also less interested in participating in large

social gatherings and less interested in learning

about student activities.

Highlights fro

the fi ndin

Adult learners less interested in social functions on campus

For comparisons

race/ethnicity fofreshmen overa(not separated bage), please seethe addendum tothe 2008 NationFreshman AttituReport, availablwww.noellevitzfreshmanreport

Adult learnersappeared to be

more tolerant ofpeers who helddiffering opinionFor details, see tOpinion Toleransection on page of the appendix.


Selected survey itemPercent ofadultlearners inagreement

Percent oftraditional-agestudents inagreement

I have fi nancial problems that are very distractingand troublesome.

45.3% 26.9%

I am in a bad fi nancial position, and the pressureto earn extra money will probably interfere withmy studies.

25.3% 17.4%

I dont have any fi nancial problems that willinterfere with my schoolwork.

33.1% 41.5%

Adult learners bring greater stress fi nancially

As shown above, 45 percent of incoming adultlearners indicated they had fi nancial problems that

were very distracting and troublesome compared

to 27 percent of traditional-age students.This fi nding almost certainly relates to the

determination to work hard referred to on page 4.

In addition to being willing to work harder, this study found that adult learners bring greaterfi nancial stress with them to college, as shown in the table below.
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Next steps: Where to from here?

The highlights on the preceding pages have shown a number of differences in the attitudes ofnontraditional-age students vs. traditional-age students. While these fi ndings will not surprisecampus professionals who have been working with adult learners, they do have implicationsfor all practitioners who are serious about improving persistence and goal attainment for this

growing population.

As a follow-up to the fi ndings, we suggest the following actions:

Spend time reviewing the data in the appendix. These data offer additional insights, including adultlearners greater struggles with family emotional support and their more favorable view of educators.Be sure to include these fi ndings in your annual and strategic improvement planning sessions as oneimportant data input to inform goal and strategy selection.

Engage your colleagues in discussing applications to your programs and instructional delivery. Doesthe design of your coursework for adult learners refl ect their interest in reading and willingness tostudy hard? Also, for adult learners who are highly focused on their career goals, are you offering

accelerated degree programs and conveniently available tutoring, as well as best practices forimproving student retention such as learning communities/cohorts?

Develop an intrusive advising program if you dont have one already. Such programs ensure requiredinteraction with advisors and/or mentors at frequent intervals during enrollment. Noel-Levitzresearch has shown that adult learners place a high value on advising (see our 2007 National AdultStudent Priorities Report, p. 5).

Ensure that you are addressing the fi nancial stressors of adult learners. From our research, we knowthat fi nancial aid is one of the top reasons why a student enrolls at a given institution (see our report,Why Did They Enroll? The Factors Infl uencing College Choice, p. 3). Be sure that adult students arewell-informed about adult-learner-specifi c scholarships and fi nancial aid, as well as the paymentplans and fi nancial management resources available at your institution.

Evaluate campus services to ensure they are adequate to meet the needs of adult students.

Could you be providing more engaging opportunities directly related to adult learners career goalsand interests, including increased contact with faculty in their chosen area of study? Are you offeringconvenient and accessible offi ce hours, library hours, parking, and childcare for adult learners?Should you consider adding campus locations or additional online courses?

Find opportunities to include friends and families of returning students in transition events such as

orientation. This can help address the expressed lack of family support. Children and spouses whoneed to step up to allow time and opportunity for learning are more likely to do so if they have acomplete understanding of the sacrifi ce necessary for educational success.

Design an effective early intervention process that connects your adult learners to campus resources

during the fi rst three weeks on campus. This is important for all at-risk students but can be critical foradult learners, who are generally more receptive to intervention and who also enter with high levelsof stress.

gn up to receivedditional reportsnd information

pdates by e-mailwww.noellevitz.om/subscribe.
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Appendix with additional fi ndings and data

Findings forAll Students

Findings by Institution TypePercentages of students in agreement

All survey items4-year private

institutions4-year publicinstitutions

2-yearinstitutions

Adults Trads Adults Trads Adults Trads Adults Trads

Desire to fi nish college

I have a very strong desire to continue myeducation, and I am quite determined to fi nisha degree.

96.3% 94.8% 97.5% 95.7% 97.8% 95.3% 95.0% 91.4%

I am very strongly dedicated to fi nishing collegeno matter what obstacles get in my way.

95.3% 93.8% 95.9% 94.7% 97.1% 94.3% 94.2% 90.5%

I am deeply committed to my educational goals,and Im fully prepared to make the effort andsacrifi ces that will be needed to attain them.

94.6% 88.8% 95.1% 90.2% 95.0% 88.7% 94.1% 85.7%

Of all the things I could do at this point in my life,going to college is defi nitely the most satisfying.

85.7% 85.0% 86.4% 86.3% 86.5% 85.8% 84.9% 80.2%

I often wonder if a college education is reallyworth all the time, money, and effort that Imbeing asked to spend on it.

16.6% 17.9% 18.7% 17.2% 15.4% 17.4% 15.5% 20.8%

I can think of many things I would rather do thango to college.

12.7% 12.1% 14.4% 11.1% 10.6% 11.2% 12.1% 16.8%

I wish that society did not put so much pressureon people to go to college, as Id really rather bedoing other things at this point in my life.

10.6% 11.0% 11.4% 10.0% 9.7% 10.2% 10.3% 15.6%

I dread the thought of going to school for severalmore years, and there is a part of me that wouldlike to give up the whole thing.

12.9% 10.2% 12.0% 9.0% 14.0% 9.7% 13.1% 14.2%

Attitude toward educators

The teachers I had in school respected me as aperson and treated me fairly.

77.2% 81.8% 79.6% 82.7% 77.9% 82.8% 75.2% 77.0%

Most of my teachers have been very caring anddedicated.

81.2% 78.2% 84.2% 80.8% 71.3% 75.5% 82.2% 77.9%

I liked my teachers, and I feel they did a good job. 77.9% 76.9% 79.6% 78.5% 76.2% 77.1% 77.4% 72.4%

Most teachers have a superior attitude that I fi ndvery annoying.

9.9% 18.3% 8.6% 16.9% 13.7% 19.4% 9.6% 19.2%

In my opinion, many teachers are more concernedabout themselves than they are about theirstudents.

10.6% 15.3% 9.2% 13.6% 16.3% 16.7% 9.7% 16.0%

Most of the teachers I had in school were tooopinionated and infl exible.

16.9% 15.1% 15.9% 14.6% 16.0% 13.7% 17.9% 20.0%

Listed in this section are the percentages of entering fi rst-year students in this study that agreed with all 100 surveyitems, broken down for nontraditional learners vs. traditional learners and divided by institution type to enablecomparisons between students at four-year public vs. four-year private vs. two-year institutions.

Figures in bold in this section indicate greater contrasts between nontraditional and traditional learners, althoughvirtually all differences are statistically signifi cant. For a detailed explanation of the statistical processes used toproduce these data, please see page 9.
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2-yearinstitutions


Intellectual interests

Over the years, books have broadened myhorizons and stimulated my imagination. 71.9% 55.8% 74.2% 59.8% 79.1% 55.5% 67.9% 46.6%

I get a great deal of satisfaction from reading. 67.4% 45.2% 69.3% 47.5% 73.3% 45.0% 64.1% 40.0%

I dont enjoy reading serious books and articles,and I only do it when I have to.

31.1% 43.0% 31.2% 41.1% 27.2% 43.9% 32.3% 45.5%

Books have never gotten me very excited. 33.4% 41.1% 36.0% 37.5% 22.6% 41.2% 35.1% 49.9%

Study habits

I take very careful notes during class, and I reviewthem thoroughly before a test.

73.7% 58.0% 69.9% 57.8% 75.2% 59.0% 76.0% 56.5%

I study very hard for all my courses, even those Idont like.

77.2% 56.0% 77.0% 57.4% 74.2% 54.4% 78.4% 56.1%

I have developed a solid system of self-discipline,which helps me keep up with my schoolwork. 60.4% 55.4% 60.7% 57.4% 57.5% 55.0% 61.1% 51.7%

My studying is very irregular and unpredictable. 30.0% 34.4% 31.2% 32.9% 30.9% 35.2% 28.9% 36.2%

When I try to study, I usually get bored and quitafter a few minutes.

17.1% 29.5% 15.7% 27.1% 17.2% 30.7% 18.1% 32.5%

I have great diffi culty concentrating onschoolwork, and I often get behind.

26.6% 22.1% 23.3% 19.7% 31.5% 22.1% 27.4% 28.5%

Math and science confi dence

I have a very good grasp of the scientifi c ideasIve studied in school.

46.8% 48.1% 52.4% 50.1% 53.0% 49.4% 40.7% 40.0%

I have a hard time understanding and solvingcomplex math problems.

53.1% 45.0% 46.9% 43.0% 49.8% 44.6% 58.5% 50.7%

Math has always been a challenge for me. 51.5% 41.9% 46.3% 40.1% 49.1% 40.8% 56.0% 49.1%

I have always enjoyed the challenge of trying tosolve complex math problems.

40.7% 38.1% 47.4% 39.0% 44.1% 38.8% 34.9% 34.1%

I have a very good understanding of generalbiology (e.g., cell structure, metabolism, genetics,and the circulatory system).

35.1% 38.9% 39.1% 39.5% 38.3% 39.8% 31.2% 35.1%

My understanding of the physical sciences isvery weak.

34.8% 27.2% 30.6% 26.3% 30.7% 25.9% 39.2% 32.2%

Verbal confi dence

I am capable of writing a very clear and well-organized paper.

61.6% 64.3% 65.6% 67.3% 65.8% 64.9% 57.4% 55.8%

I pick up new vocabulary words quickly, and I fi ndit easy to use them in my speech and writing.

63.1% 52.9% 66.8% 54.1% 68.4% 53.5% 58.8% 48.6%

I am very good at fi guring out the deeper meaningof a short story or novel.

60.2% 52.7% 63.6% 55.5% 65.9% 52.6% 55.9% 46.0%

I have diffi culty organizing my ideas in a paper,and I tend to make a lot of punctuation andgrammar mistakes.

38.8% 32.9% 35.1% 30.8% 35.1% 32.1% 42.6% 40.2%

In English classes, Ive had diffi culty analyzingan authors style and theme.

30.0% 29.1% 28.4% 28.0% 26.6% 28.9% 32.2% 32.2%

Learning new vocabulary words is a slow anddiffi cult process for me.

18.8% 17.9% 16.8% 17.3% 15.0% 16.8% 21.5% 21.9%


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2-yearinstitutions


Career closure

I have found a potential career that strongly

attracts me. 88.2% 78.4% 89.9% 80.2% 86.0% 76.3% 87.7% 78.8%

I have made a fi rm decision to enter a certainoccupation and have begun planning my lifearound that decision.

76.7% 60.2% 77.2% 60.1% 74.4% 58.2% 77.0% 65.0%

I become very confused when I try to choose anoccupation.

21.4% 23.6% 19.9% 22.0% 23.5% 24.3% 21.9% 26.1%

I am very confused about what occupation topursue.

16.2% 21.3% 15.8% 20.0% 17.8% 22.8% 16.0% 21.1%

Family emotional support

When I was a child, my parents usually under-stood me, respected my judgment, and treatedme in ways that helped me grow.

60.6% 79.6% 60.8% 80.4% 63.5% 80.7% 59.5% 75.0%

My family and I communicated very well whenI was young, and we had a good understandingof each others point of view.

54.0% 69.6% 55.5% 70.3% 54.2% 70.4% 52.9% 65.7%

My family had a one way of looking at me when Iwas a child, and they didnt understandmy feelings very well.

27.8% 13.9% 27.0% 13.7% 26.2% 12.7% 28.9% 17.4%

When I was a child, the other members of myfamily often said hurtful things that causedunpleasant feelings.

24.7% 11.8% 23.5% 11.6% 24.6% 10.9% 25.6% 14.8%

Sense of fi nancial security

I have the fi nancial resources that I need tofi nish college.

42.4% 47.9% 44.2% 47.5% 42.8% 49.3% 41.1% 45.8%

I dont have any fi nancial problems that willinterfere with my schoolwork.

33.1% 41.5% 33.4% 41.0% 34.3% 43.0% 32.5% 39.0%

I have fi nancial problems that are very distractingand troublesome.

45.3% 26.9% 43.2% 26.5% 45.7% 25.4% 46.8% 31.9%

I am in a bad fi nancial position, and the pressureto earn extra money will probably interfere withmy studies.

25.3% 17.4% 23.9% 16.9% 29.3% 16.3% 25.0% 21.4%

Sociability

I greatly enjoy getting together with a crowd ofpeople and having fun.

66.7% 82.2% 70.5% 83.3% 67.9% 83.1% 63.6% 77.2%

I am very adventurous and outgoing at social

gatherings. 50.1% 59.3% 54.1% 58.8% 48.2% 60.4% 47.9% 58.1%

Participating in large social gatherings is of littleinterest to me.

38.9% 23.8% 34.2% 22.6% 39.5% 22.4% 42.0% 30.4%

It is hard for me to relax and just have fun with agroup of people.

20.0% 13.5% 16.1% 13.1% 20.7% 12.9% 22.4% 16.1%

About the statistical processesDue to the large sample sizes, virtually all differences in the means shown in this report proved to be statistically signifi cant based

on either a t-test (using two-level variables such as traditional-age/nontraditional-age) or ANOVA analysis (using multi-level

variables such as institution type). To identify greater contrasts (the items that appear in bold), Cohens d was used to identify items

with small or medium effect sizes. Virtually all other items, although statistically signifi cant, registered negligible effect sizes.


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2-yearinstitutions


Opinion tolerance

I get along well with people who disagree withmy opinion openly. 74.7% 62.7% 75.9% 62.7% 75.3% 62.3% 73.7% 63.7%

I can feel comfortable with someone who thinksquite differently than I do on major social issues.

71.7% 61.9% 75.0% 62.9% 74.5% 62.1% 68.4% 58.6%

I fi nd it easy to be friends with people whosepolitical ideas differ sharply from my own.

63.9% 55.4% 65.3% 56.1% 63.3% 55.1% 63.1% 54.0%

When someones opinions strongly disagree withmy own, I tend to develop unfriendly feelings andto avoid close contact with the person.

13.0% 13.9% 11.4% 13.6% 12.1% 13.8% 14.5% 15.1%

I feel uneasy and distrustful toward people whoseway of thinking is quite dissimilar to my own.

10.1% 10.1% 9.0% 9.5% 10.0% 9.9% 11.0% 11.7%

Because they irritate me, I tend to stay awayfrom people whose ideas are quite differentfrom my own.

10.4% 9.3% 9.0% 8.4% 9.7% 9.1% 11.5% 11.7%

Receptivity to academic assistance

I would like to receive some instruction in themost effective ways to take college exams.

75.2% 74.0% 73.3% 73.0% 74.0% 76.9% 77.0% 69.4%

I would like to receive some help in improving mystudy habits.

59.1% 55.7% 55.2% 52.4% 63.4% 59.8% 60.5% 54.0%

I would like to receive some individual help inimproving my math skills.

54.6% 45.3% 49.3% 42.0% 51.0% 48.0% 59.5% 47.3%

I would like to receive some individual help inimproving my writing skills. 47.9% 43.3% 48.5% 42.9% 51.8% 45.5% 46.3% 39.4%

I would like to receive tutoring in one or more ofmy courses. 44.2% 40.6% 37.6% 37.7% 50.4% 45.7% 46.8% 35.7%

I would like to receive some training to improvemy reading skills. 35.1% 26.3% 35.1% 24.8% 35.5% 27.3% 35.0% 27.6%

Receptivity to career counseling

I would like some help selecting an educationalplan that will prepare me to get a good job.

59.9% 66.4% 62.5% 68.4% 60.8% 68.2% 57.6% 57.2%

I would like to talk with someone about thequalifi cations needed for certain occupations.

57.6% 62.4% 58.8% 62.1% 61.6% 65.7% 55.4% 55.5%

I would like to talk with someone about the salariesand future outlook for various occupations.

53.1% 55.6% 58.3% 56.5% 51.1% 57.1% 50.2% 49.6%

I would like to talk with someone about theadvantages and disadvantages of variousoccupations.

45.8% 48.9% 50.6% 50.1% 48.1% 51.3% 41.6% 40.1%

I would like some help selecting an occupationthat is well-suited to my interests and abilities.

42.5% 47.9% 45.8% 49.0% 44.8% 49.1% 39.5% 42.1%


11/16






2-yearinstitutions


Receptivity to fi nancial guidance

I would like to talk to someone about getting a

scholarship. 61.4% 63.9% 68.2% 65.0% 57.0% 65.8% 58.0% 56.5%

I would like to talk to someone about getting apart-time job during the regular school year.

28.7% 47.5% 29.3% 51.5% 30.1% 47.8% 27.8% 36.9%

I would like to talk to someone about theopportunities available for summer employment.

32.7% 42.4% 31.7% 44.8% 41.1% 42.5% 30.7% 35.9%

I would like to talk with someone about getting aloan to help me through school.

37.3% 29.5% 38.9% 30.0% 36.3% 29.0% 36.5% 29.5%

Receptivity to personal counseling

I would like to talk with a counselor about mygeneral attitude toward school.

24.7% 17.7% 22.5% 16.7% 35.0% 18.9% 23.0% 17.5%

I would like to talk with a counselor about some

diffi culties in my personal relationships or sociallife.

13.3% 10.2% 11.9% 9.9% 20.0% 10.1% 12.1% 10.8%

I would like to talk with a counselor abouteliminating an unwanted habit (involving food,drugs, cigarettes, or alcohol, etc.).

12.1% 8.0% 10.0% 7.4% 15.6% 8.2% 12.5% 8.9%

I would like to talk with a counselor about someemotional tensions that are bothering me.

11.5% 8.6% 9.1% 8.5% 17.7% 8.4% 11.2% 8.9%

I would like to talk with a counselor about somefeelings of discouragement or unhappy thoughtsthat keep bothering me.

11.6% 8.4% 9.5% 8.1% 18.8% 8.3% 10.8% 9.1%

I would like to talk with a counselor about somefamily problems.

9.0% 6.1% 7.4% 5.9% 12.7% 6.0% 8.8% 6.8%

Receptivity to social enrichment

I would like to attend an informal gathering whereI can meet some new friends.

45.0% 60.1% 47.1% 65.0% 46.4% 61.2% 43.0% 45.4%

I would like to fi nd out more about the clubs andsocial organizations at my college.

35.3% 57.1% 40.2% 61.9% 37.1% 59.3% 31.3% 40.1%

I would like to fi nd out more about studentgovernment and the various student activities oncampus.

35.6% 49.6% 36.1% 53.6% 38.3% 51.1% 34.3% 36.2%

I would like to meet an experienced student whocan show me around and give me some advice.

35.7% 48.2% 38.1% 50.9% 39.5% 51.0% 32.8% 34.6%

Desire to transfer

I have no desire to transfer to another schoolbefore fi nishing a degree at this college oruniversity.

73.4% 61.6% 81.5% 68.2% 79.0% 59.3% 65.7% 50.7%

I plan to transfer to another school beforecompleting a degree at this college or university.

8.8% 14.2% 4.0% 9.1% 6.2% 14.7% 13.2% 25.6%

Total number of students 8,867 84,267 3,091 34,378 1,427 32,970 4,349 13,732

Average age of students 33.4 18.4 32.7 18.3 31.5 18.2 34.5 19.2


12/16


Respondent Demographics* (Fall 2007)Findings forAll Students




2-yearinstitutions


Number of respondents 8,867 81,080 3,091 34,378 1,427 32,970 4,349 13,732

Representation by institution type 9.9% 90.1% 8.3% 91.7% 4.2% 95.8% 24.1% 75.9%

Percent male 43.1% 45.5% 52.8% 45.1% 44.5% 43.2% 35.7% 51.9%

Percent female 56.9% 54.5% 47.2% 54.9% 55.5% 56.8% 64.3% 48.1%

Percent fi rst generation 45.4% 23.8% 37.6% 20.0% 36.4% 22.0% 53.8% 37.7%

Percent non-fi rst generation 50.9% 72.4% 58.0% 76.2% 60.9% 74.4% 42.5% 58.2%

Racial/ethnic origin

Black/African-American 24.3% 17.7% 33.2% 15.3% 16.1% 22.1% 20.8% 13.6%

American Indian or Alaskan Native 1.5% 0.9% 0.7% 0.6% 4.2% 1.0% 1.2% 1.2%

Asian or Pacifi c Islander 3.6% 3.9% 5.5% 4.9% 1.3% 2.5% 3.0% 4.7%

White/Caucasian 43.9% 61.1% 37.6% 63.3% 34.5% 60.3% 51.4% 57.7%

Hispanic or Latino 11.7% 8.7% 12.2% 8.9% 4.8% 5.6% 13.6% 15.5%

Multiethnic or other ethnic origin 2.6% 2.9% 3.6% 3.5% 2.2% 2.5% 2.0% 2.5%

Prefer not to respond 3.5% 2.2% 4.2% 2.4% 2.5% 6.2% 3.3% 4.8%

Highest education level of mother

8 years or less 11.4% 2.6% 8.4% 2.3% 9.8% 1.6% 14.0% 5.8%

Some high school 13.2% 5.5% 10.9% 4.4% 9.9% 4.6% 15.8% 10.0%

High school diploma 35.1% 28.2% 32.7% 25.2% 34.1% 28.2% 37.1% 35.5%

1 to 3 years of college 24.5% 28.6% 27.3% 27.6% 26.1% 29.5% 21.9% 29.2%

Bachelors degree 8.8% 22.0% 11.5% 25.2% 12.1% 23.1% 5.8% 11.3%

Masters degree 3.8% 8.8% 5.3% 10.3% 4.3% 9.1% 2.5% 4.4%

Professional degree 1.6% 2.5% 1.8% 3.1% 2.4% 2.3% 1.2% 1.8%

Highest education level of father

8 years or less 12.9% 3.0% 9.8% 2.6% 10.4% 2.0% 15.8% 6.6%

Some high school 14.1% 7.1% 11.6% 5.8% 10.9% 6.3% 17.0% 12.4%

High school diploma 33.1% 30.5% 31.6% 26.9% 29.3% 31.6% 35.4% 37.2%

1 to 3 years of college 19.4% 22.6% 21.5% 21.5% 21.2% 23.2% 17.3% 23.6%

Bachelors degree 9.8% 19.8% 12.3% 22.8% 14.0% 20.7% 6.7% 10.0%

Masters degree 4.7% 9.1% 5.4% 11.1% 7.4% 8.8% 3.3% 4.7%


Highest degree planned by respondent

None 0.5% 0.2% 0.1% 0.1% 0.1% 0.2% 0.9% 0.6%

1-year certifi cate 3.3% 0.7% 0.9% 0.2% 0.4% 0.1% 5.9% 3.5%

2-year degree (associate) 22.2% 5.9% 6.4% 1.6% 2.3% 0.6% 40.0% 29.5%

4-year degree (bachelors) 36.5% 38.1% 41.7% 38.2% 42.6% 38.1% 30.8% 37.6%

Masters degree 27.8% 34.6% 41.9% 37.7% 36.9% 38.2% 15.0% 18.1%


* Percentages may not add to 100 due to rounding and small percentages of missing values in each category.


13/16


Respondent Demographics (Fall 2007)Findings forAll Students




2-yearinstitutions


Time expecting to spend at work

0 (I have no plans to work) 18.2% 24.1% 7.9% 23.2% 21.4% 28.5% 24.5% 15.5%

1 to 10 hours per week 8.6% 23.3% 5.7% 27.4% 11.7% 23.0% 9.7% 13.4%

11 to 20 hours per week 16.3% 31.2% 10.8% 30.7% 24.1% 32.6% 17.6% 29.2%

21 to 30 hours per week 15.0% 14.0% 12.8% 12.1% 16.8% 12.0% 16.1% 23.6%

31 to 40 hours per week 27.4% 5.9% 37.9% 5.0% 18.1% 3.3% 23.0% 14.5%

Over 40 hours per week 14.5% 1.5% 24.9% 1.4% 7.9% 0.6% 9.2% 3.8%

Average grades as senior in high school

A 5.3% 18.3% 6.2% 21.1% 7.2% 19.8% 4.1% 7.9%

A to B 21.7% 34.1% 23.6% 34.8% 24.1% 36.2% 19.6% 27.3%

B 19.0% 21.3% 19.8% 21.4% 22.6% 21.4% 17.4% 20.5%

B to C 32.8% 19.2% 32.2% 16.9% 28.9% 17.0% 34.5% 30.2%

C 12.4% 4.8% 11.7% 4.2% 10.4% 3.9% 13.5% 8.5%

C to D 6.8% 1.9% 4.9% 1.3% 5.7% 1.2% 8.4% 4.9%

D 1.8% 0.3% 1.5% 0.2% 1.1% 0.2% 2.3% 0.8%

Respondents self-assessment of academicknowledge

Highest 20% 12.5% 16.8% 16.3% 19.9% 16.5% 17.2% 8.6% 7.8%

Next to highest 20% 24.0% 32.8% 27.8% 35.3% 27.7% 34.4% 20.0% 22.8%

Middle 20% 54.8% 47.6% 50.8% 42.6% 49.4% 46.2% 59.5% 63.4%

Next to lowest 20% 7.1% 2.4% 4.4% 1.8% 5.1% 1.8% 9.6% 5.1%Lowest 20% 1.5% 0.3% 0.7% 0.2% 1.3% 0.2% 2.3% 0.9%

Respondents self-assessment of academicability

Considerably below average 1.2% 0.3% 0.5% 0.2% 1.4% 0.2% 1.7% 0.7%

Slightly below average 6.7% 3.6% 5.0% 3.2% 5.5% 3.1% 8.4% 5.9%

Average 41.2% 31.8% 34.2% 26.3% 34.0% 30.7% 48.6% 48.5%

Slightly above average 27.8% 35.8% 30.8% 36.9% 30.2% 37.4% 24.9% 29.3%

Considerably above average (top 20%) 20.1% 25.7% 25.2% 30.1% 25.6% 25.8% 14.8% 14.2%

Extremely high (top 5%) 2.8% 2.8% 4.1% 3.3% 3.3% 2.8% 1.7% 1.3%

Timing of decision to attend chosencollege/university

Decision made few days before 6.3% 2.5% 9.1% 2.5% 2.7% 1.6% 5.4% 4.7%

Decision made weeks before 22.9% 12.8% 30.4% 13.0% 14.1% 9.6% 20.4% 19.7%

Decision made many months before 70.8% 84.4% 60.5% 84.2% 83.0% 88.4% 74.1% 75.4%


14/16


The rating scale at left is used in all versions of

the CSI. For this report, agreement was defi ned

as the aggregated number of students who

selected a rating of 5, 6, or 7.

RATING SCALE

NOT AT COMPLETELYALL TRUE 1 2 3 4 5 6 7 TRUE

About the survey instrument used in this study

The survey instrument used for this study was the College Student Inventory of the Noel-LevitzRetention Management SystemTM (RMS). This inventory is designed to assess the motivationalcharacteristics of incoming fi rst-year students. It profi les incoming fi rst-year students strengths andneeds and serves as a retention management tool on hundreds of campuses nationwide. The CSI is

typically administered during summer orientation or at the beginning of the fall term.

To see sample copies of the CSI, please visit www.noellevitz.com/RMS(click on samples at the top).

In addition to illuminating fi rst-year students attitudes nationally in studies like this one, the fi ndingsof the inventory are reported directly to participating campuses within days of completion to provideearly guidance for interventions. Using the fi ndings, educators are able to foster student success bybuilding upon students strengths and by creating proactive strategies to address students self-identifi ed areas of challenge.

Choose from three versions

Three primary forms of the CSI are available:

College Student Inventory - Form A194 items, approximately 50 minutes

College Student Inventory - Form B100 items, approximately 30 minutes

College Student Inventory - Form C74-item, adult learner version, approximately 20 minutes

The second version listed, Form B, was selected for this study because it can be used with adultlearners and with traditional-age students. For campuses interested in assessing adult learners orstudents juggling work, academics, and family, Form C is typically the best choice as it addressesissues specifi c to adult learners and avoids issues more common to younger students.

Consider using this survey with your individual, incoming adult learners

Readers of this study are invited to survey the attitudes and needs of their individual, incoming adultlearners using the survey instrument on which this study was based. Doing so will assist in guidingearly advising interventions. To discuss how to use the Retention Management System with theCollege Student Inventory to enhance your early interventions, and to select the inventory versionmost suitable for your population, please contact Beth Richter, Ph.D., associate vice president of

retention solutions, at 1-800-876-1117 or [email protected].

To discuss howthis motivationalassessment/intervention toolcan support earlyintervention initiaplease contactBeth Richter, Ph.Dassociate vice pre

of retention solutat 1-800-876-1117or [email protected].
http://www.noellevitz.com/RMShttp://www.noellevitz.com/RMSmailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20papermailto:[email protected]?subject=Adult%20Attitudes%20research%20paperhttp://www.noellevitz.com/RMS


15/16


Notes:


16/16

owa

Colorado

Massachusetts

Contact us at:

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Coralville, Iowa 52241-9702

Phone:800-876-1117319-626-8380

E-mail:[email protected]

Web: www.noellevitz.com

Find it online.Find it online.This report is posted online at: www.noellevitz.com/freshmanreport

Sign up to receive additional reports and papers at:www.noellevitz.com/subscribe

Questions? Want additional information?Contact Tim Culver, Noel-Levitz vice president of consulting

services, at [email protected] and/or Elizabeth Herr,Ph.D., senior statistician, at [email protected].

About Noel-Levitz

A trusted partner to higher education, Noel-Levitz specializes in strategic planning for enrollmentand student success. Each year, campus executives from throughout the U.S. meet regularly withNoel-Levitz to accomplish their goals for student retention, student recruitment, marketing, andstrategic enrollment management.

Since 1973, nearly 2,000 public and private institutions at the two-year, four-year, graduate/professional, and system levels have invited Noel-Levitz to collaborate with them on long- andshort-range projects. Noel-Levitz offers complete services for strategic enrollment planning andstudent success, including consulting, custom research, benchmark data, assessment tools, side-by-

side plan development and execution, Web strategy and e-communications support, professionaldevelopment, and new enrollment technologies.

To help you achieve your goals, our 40 full-time consultants and 60 associates bring directexperience leading and planning enrollment campaigns from their previous and current positionson campuses as consultants, enrollment managers, retention directors, marketing leaders, advisingdirectors, institutional researchers, fi nancial aid directors, faculty, student affairs leaders, and more.

To learn more about us, visit www.noellevitz.com, call 1-800-876-1117, or request more informationby e-mail at [email protected].

All material in this report, including text and

mages, is the property of Noel-Levitz, Inc., and

rotected by copyright and trademark laws.

Permission is required to reproduce information

rom Noel-Levitz, Inc.
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