2000 Entering Transfer Student Survey:
All Respondents

This overview presents findings from all transfer students responding to the 2000 New Transfer Student Survey. For information about the survey and analysis methods, see "2000 Entering Transfer Student Survey: Introduction, Methods, and Student Demographic Profile." Tables of responses by gender, race/ethnicity, and college are available on the web at tr00toc.htm.

Table of Contents:

Background Information:

Application Process:

Educational Intent and Interests:

Goals for Undergraduate Education:

Background Information

This section presents background information provided by transfer students who responded to the survey, including whether they expect to receive financial aid, information about their households, their employment plans, and other personal information.

Financial Aid (Table 3-1)

Transfer students indicated whether they expected to receive financial aid, including work-study, grants, loans, and scholarships. Nearly half of all respondents (47.1%) stated they expected some sort of financial aid. About one-third of all respondents (32.4%) anticipate aid based on financial need. Table 3-1 presents a breakdown of the types of financial aid respondents expect to receive.

Table 3-1: Types of Financial Aid

Basis of Aid

Students expecting type of aid

% of Respondents

Financial need

244

32.4%

Academic

92

12.2%

Other than listed

70

9.3%

Athletic

2

0.3%

Other (dance, music, etc.)

2

0.3%

Note: Respondents could choose more than one type of aid
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Comparisons and frequencies: Gender/Ethnicity, College

Student and Parent/Guardian Income (Table 3-2)

Students were given 14 income brackets ranging from under $10,000 to over $200,000 per year and asked to indicate which best described their own 1999 pre-tax income (if they were financially independent students) or their parents'/guardians' combined income (if they were listed as dependents for tax purposes in 1999). Over one-third of all respondents (37.9%, n=297) identified themselves as financially independent, while nearly 60 percent (59.7%, n=468) classified themselves as dependents. Of the financially independent respondents, over one-third (36.7%) said their own income was $10,000 or less. In contrast, over half of dependent respondents (55.5%) said their parents' or guardians' income exceeded $60,000, and nearly a quarter (23.9%) said it was over $100,000.

Table 3-2: Student and Parent/Guardian Income

Pre-tax Income

Students' Income

Parents'/Guardians' Combined Income

n

%

n

%

$10,000 or less

109

36.7%

11

2.4%

$10,001-$15,000

35

11.8%

12

2.6%

$15,001-$20,000

30

10.1%

10

2.1%

$20,001-$25,000

30

10.1%

17

3.6%

$25,001-$30,000

25

8.4%

15

3.2%

$30,001-$35,000

11

3.7%

16

3.4%

$35,001-$40,000

9

3.0%

33

7.1%

$40,001-$50,000

9

3.0%

32

6.8%

$50,001-$60,000

14

4.7%

62

13.2%

$60,001-$75,000

10

3.4%

61

13.0%

$75,001-$100,000

9

3.0%

87

18.6%

$100,001-$150,000

3

1.0%

68

14.5%

$150,001-$200,000

2

0.7%

24

5.1%

$200,000 plus

1

0.3%

20

4.3%

Total (N)

297

99.9%

468

99.9%

Note: Percentages do not sum to 100.0% due to rounding.
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Comparisons and frequencies: Gender/Ethnicity, College

Parent/Guardian Education (Tables 3-3 and 3-4)

Respondents were asked to report the educational attainment of both their father/male guardian and their mother/female guardian. Almost half of respondents (45.6%) reported that their father/male guardian had a baccalaureate degree or higher. Over one-third (37.4%) reported that their mother/female guardian had at least a baccalaureate degree. Very few respondents reported that their parent(s)/guardian(s) had not completed a high school degree (4.1% for fathers/male guardians and 5.0% for mothers/female guardians).

Table 3-4 shows that over one-quarter of respondents said at least one parent/guardian had never attended college. Nearly 16 percent of respondents (15.8%) qualify as first generation students, with neither parent/guardian having attended college.

Table 3-3: Parent/Guardian Educational Attainment

Level of Education

% Fathers/Male Guardians Attaining

% Mothers/Female Guardians Attaining

Less than high school

4.1%

5.0%

High school graduate

22.4%

23.3%

Some college/no degree

15.7%

16.7%

Associate degree/certificate

12.2%

17.7%

4 yr. baccalaureate degree

27.9%

22.1%

Some graduate school

2.5%

3.4%

Master's degree

8.7%

9.5%

Doctorate or other prof. degree

6.5%

2.4%

Table 3-4: First Generation Students

No College

n

%

Father/male guardian

200

26.5%

Mother/female guardian

215

28.3%

Neither parent(s)/guardian(s)

121

15.8%

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Comparisons and frequencies: Gender/Ethnicity, College

Preparation for College (Table 3-5)

Over half of respondents said they were well prepared for college by their last institution (53.3%) and on their own (52.5%). While few respondents felt poorly prepared for college by previous schools and self-preparation, respondents were less satisfied with their high schools. About one-fifth (20.4%) said their high schools had prepared them poorly, and only one-third (32.6%) said they were well prepared for college by their high schools.

Table 3-5: Preparation for College

Source of Preparation

Well prepared

%

Adequately prepared

%

Poorly prepared

%

High school

32.6%

47.0%

20.4%

Last Institution

53.3%

40.9%

5.9%

Self

52.5%

44.3%

3.2%

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Comparisons and frequencies: Gender/Ethnicity, College

Personal Computers (Tables 3-6 and 3-7)

Over 80 percent of respondents (83.5%) reported that they will have a computer for personal use at NC State beginning with the Fall 2000 semester. While 6.9 percent were unsure whether they would have a personal computer, less than 10 percent (9.5%) said they definitely would not. Of those students expecting to bring computers (N=613), over three-fourths (75.8%) expect to be able to connect to the Internet at NC State.

Table 3-6: Extent and Types of Personal Computers

Will have personal computer

n

%

No

70

9.5%

Yes: Desktop

491

66.9%

Yes: Laptop

122

16.6%

Do not know

51

6.9%

Table 3-7: Personal Computer Connection to Internet

Will connect to NCSU internet

n

%

No

28

5.4%

Yes

391

75.8%

Do not know

97

18.8%

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Comparisons and frequencies: Gender/Ethnicity, College

Religious Preference (Table 3-8)

The religious preference most often reported by respondents was Baptist (26.8%), followed by Catholic (16.9%), Non-Denominational (8.9%), and Methodist (8.9%). About 17 percent selected the "no preference" option.

Table 3-8: Religious Preferences

Religious Preference

n

%

Baptist

200

26.8%

No Preference

130

17.4%

Catholic

126

16.9%

Non-Denominational

66

8.9%

Methodist

66

8.9%

Other

58

7.8%

Presbyterian

34

4.6%

Lutheran

18

2.4%

Episcopal

11

1.5%

Hindu

9

1.2%

Jewish

5

0.7%

Islamic

5

0.7%

Latter-Day Saints

5

0.7%

Unitarian

5

0.7%

Disciples of Christ

4

0.5%

Moravian

3

0.4%

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Comparisons and frequencies: Gender/Ethnicity, College

Intended Work Community (Table 3-9)

Respondents were asked to indicate the general location in which they intend to seek employment after graduation. While one-third (34.9%) said they would work in the United States somewhere outside of North Carolina, and another 30.9 percent said they would work anywhere, about one-fifth (20.7%) intend to seek work exclusively in North Carolina.

Table 3-9: Intended Work Community

Location of future employment

n

%

Outside NC but in USA

263

34.9%

Anywhere

233

30.9%

In North Carolina

156

20.7%

Will not seek employment

94

12.5%

Outside the USA

7

0.9%

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Comparisons and frequencies: Gender/Ethnicity, College

Application Process

This section of the report explores transfer students??? experience with the application process and examines those factors students considered influential in their decision to attend NC State.

Number of Institutions Previously Attended (Table 3-10)

Over seventy percent of respondents (70.5%) said they had attended only one other institution before enrolling at NC State. About one-fifth (21.3%) had attended two other institutions.

Table 3-10: Number of Institutions Previously Attended

Number of institutions

n

%

One

539

70.5%

Two

163

21.3%

Three

43

5.6%

Four

14

1.8%

Five or more

6

0.8%

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Comparisons and frequencies: Gender/Ethnicity, College

Factors Influencing Attendance Decision (Table 3-11)

Respondents indicated the extent to which each of 19 factors influenced their decision to attend NC State. Their ratings were based on a scale from 5 = "very strong influence" to 1 = "very weak influence." Respondents who selected "not applicable" were not used in these calculations. On average, students were most likely to have said that availability of program (mean rating = 3.9), location (3.9), and academic reputation (3.9) were strong influences in their decision to attend NC State.

Respondents were also asked to indicate the single most influential factor in their decision to attend NC State. "Availability of program" (22.7%), "location" (21.3%), and "academic reputation" (20.9%) were each cited by about one-fifth of respondents as most influential.

Table 3-11: Factors Influencing Decision to Attend NC State

Factor

Mean

5: Very strong influence

%

4: Strong influence

%

3: Moderate influence

%

2: Weak influence

%

1: Very weak influence

%

% rating most influential

Availability of program (n=762)

3.9

35.0%

35.4%

21.7%

4.3%

3.5%

22.7%

Location (n=767)

3.9

37.4%

29.6%

22.4%

6.6%

3.9%

21.3%

Academic reputation (n=776)

3.9

28.5%

45.5%

21.0%

2.2%

2.8%

20.9%

Level of support for my intended major (n=746)

3.6

24.8%

32.0%

30.4%

8.0%

4.7%

10.2%

Facilities and resources available (n=752)

3.6

20.2%

33.1%

33.6%

8.8%

4.3%

1.9%

Recommended by friend, etc. (n=663)

3.3

20.8%

25.0%

26.7%

13.4%

14.0%

5.2%

Contact with a current student (n=563)

3.2

17.6%

26.1%

27.5%

14.4%

14.4%

2.5%

Cost (n=742)

3.1

13.7%

21.2%

36.7%

16.6%

11.9%

4.7%

Number of hours transferred/credited (n=714)

3.0

12.6%

21.1%

31.2%

18.8%

16.2%

2.2%

Campus visit prior to orientation (n=499)

2.9

10.6%

22.2%

31.1%

15.2%

20.8%

1.0%

Contact with a graduate (n=451)

2.8

13.5%

19.5%

26.4%

18.0%

22.6%

0.5%

Size (n=720)

2.7

6.3%

15.4%

35.3%

23.8%

19.3%

1.2%

Scholarships/financial aid available (n=632)

2.6

7.8%

15.2%

30.7%

26.9%

19.5%

0.6%

Extracurricular opportunities (n=524)

2.6

9.0%

14.9%

29.8%

20.6%

25.8%

1.0%

Contact with a faculty/staff member (n=443)

2.5

7.9%

13.1%

26.0%

24.2%

28.9%

0.9%

Publications from NC State (n=412)

2.3

5.1%

8.5%

31.8%

21.1%

33.5%

0.1%

Letter from someone other than Admissions Office (n=292)

2.1

4.5%

5.1%

25.7%

22.3%

42.5%

0.0%

Attendance at a college fair (n=239)

1.9

2.5%

5.9%

19.7%

25.9%

46.0%

0.0%

Other* (n=54)

3.9

57.4%

16.7%

3.7%

7.4%

14.8%

3.0%

*Respondents could write in an alternate factor.
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Frequency distributions: Gender/Ethnicity
Comparisons: Gender/Ethnicity, College

Satisfaction with Admissions (Table 3-12)

Survey respondents were asked to rate their satisfaction with the quality of various aspects of the NC State admissions process, using a scale from 4 = "very satisfied" to 1 = "very dissatisfied." Respondents who checked "don???t know/did not use" were not included in the analyses. The majority of respondents said they were either "very" or "moderately satisfied" with university (84.4%) and departmental (88.6%) admissions. Fewer respondents were as satisfied with the financial aid process (70.6%).

Table 3-12: Satisfaction with Admissions Processes

Admissions processes

Mean

4: Very satisfied

%

3: Moderately satisfied

%

2: Moderately dissatisfied

%

1: Very dissatisfied

%

University admissions process

3.2

43.6%

40.8%

11.0%

4.5%

Departmental admissions process

3.3

42.5%

46.1%

9.7%

1.7%

Univ. Financial Aid process

2.9

24.3%

46.3%

20.1%

9.3%

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Comparisons and frequencies: Gender/Ethnicity, College

Virtual Advising Center (Table 3-13)

Students were asked to rate the NC State Virtual Advising Center on a scale from 4 = "excellent" to 1 = "poor." About half of survey respondents (48.7%) said they did not know about the Virtual Advising Center, and another 19 percent knew about the Center but did not use it. Of those students who used the Center (N=253), the majority (86.6%) reported it to be "good" or "excellent."

Table 3-13: Virtual Advising Center Rating

n

%

Know about/did not use

149

19.0%

Did not know about

382

48.7%

Used the Virtual Advising Center

253

32.4%

Among those using the VAC (N=253)



Excellent

72

28.5%

Good

147

58.1%

Fair

32

12.6%

Poor

2

0.8%

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Comparisons and frequencies: Gender/Ethnicity, College

Transfer of Credit Hours (Table 3-14)

Over three-fourths of respondents (77.1%) said the number of their classes that transferred was about what NC State had led them to believe would transfer, and another 10.4 percent said it was more than they had expected. This is similar to the way students rated the credit transfer predictions made by their previous institutions.

Table 3-14: Transfer of Credit Hours

More than I expected
%

About what I expected
%

Less than expected
%

According to: previous institution

14.7%

68.9%

16.4%

According to: NCSU

10.4%

77.1%

12.5%

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Comparisons and frequencies: Gender/Ethnicity, College

Educational Intent and Interests

This section of the report focuses on the respondents??? educational intent and interests. Specifically, it explores their interest in student affairs, their enrollment status, how long they expect it will take them to complete their degree, and their plans for further education. How certain the respondents were of their major at the time of the survey and the number of hours they expect to be employed during their first semester at NC State are also reported.

Student Affairs (Table 3-15)

Survey respondents identified the co-curricular programs and activities in which they were interested from a list of 27 such options at NC State. Greatest interest was indicated for fitness (43.0%), intramurals (33.8%), outdoor adventures (32.7%), and the co-op (cooperative education) program (31.5%).

Table 3-15: NC State Co-curricular Programs/Activities

Program/Activity

N Expressing Interest

% Expressing Interest

Fitness (aerobics, walking, etc.)

337

43.0%

Intramurals

265

33.8%

Outdoor adventures

256

32.7%

Co-op program

247

31.5%

Volunteer services

192

24.5%

Club sports

172

21.9%

Study abroad/student exchange

148

18.9%

Social fraternity/sorority

141

18.0%

Theatre participation as audience

126

16.1%

Attending art exhibitions

117

14.9%

Indoor recreation

115

14.7%

Healthy lifestyles issues

107

13.6%

Student government

93

11.9%

Student publications/media

81

10.3%

Student leadership development program

79

10.1%

Informal recreation

79

10.1%

Selecting performing arts attractions

78

9.9%

Theatre participation as artist

72

9.2%

Music minor, bands, choirs, etc.

66

8.4%

Gender issues

58

7.4%

The Crafts Center programs/classes

57

7.3%

Planning programs and services for children

56

7.1%

Student Dance Companies

50

6.4%

Union activities board programs/activities

47

6.0%

Residence hall councils

24

3.1%

Student judicial board

23

2.9%

ROTC

14

1.8%

Note: Respondents could list more than one activity.
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Comparisons and frequencies: Gender/Ethnicity, College

First Semester Enrollment Status (Tables 3-16 and 3-17)

Respondents were asked to report the number of credit hours for which they were enrolled during their first semester at NC State. A slight majority (54.3%) said they would be taking 15 credit hours or more.

Of those reporting less than a 15 credit hour enrollment status (n = 335), the most frequently reported reasons were "need to work" (49.6%) and "want to make better grades" (43.0%).

Table 3-16: Enrollment Status

n

%

15 credit hours of classes or more

398

54.3%

12-14 credit hours of classes

276

37.7%

Less than 12 credit hours of classes

59

8.0%

Table 3-17: Reasons for Less than 15 Credit Hour Enrollment Status

Reason

n

%

Yes: reported

Need to work

166

49.6%

Want to make better grades

144

43.0%

Courses wanted unavailable

84

25.1%

Advisor suggested lighter load

63

18.8%

Family responsibilities

49

14.6%

Too much with another big course

43

12.8%

Other reason*

30

9.0%

Did not need more courses

11

3.3%

Was doing internship, co-op, etc.

1

0.3%

*Respondents could write in a reason.
Note: Respondents could choose more than one reason.

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Comparisons and frequencies: Gender/Ethnicity, College

Amount of Time to Complete Degree (Table 3-18)

The majority of entering transfer students (87.8%) expect to earn their baccalaureate degree in three years or less after arriving at NC State.

Table 3-18: Amount of Time to Complete Degree

Intended time

n

%

1 year

9

1.1%

2 years

343

43.8%

3 years

336

42.9%

4 years

69

8.8%

More than 4 years

19

2.4%

Will not complete Bachelors

7

0.9%

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Comparisons and frequencies: Gender/Ethnicity, College

Highest Level of Education (Table 3-19)

Nearly half of respondents (44.7%) plan to attain a master???s degree as their highest level of education. Over two-thirds of respondents (67.6%) plan to pursue education beyond a baccalaureate degree.

Table 3-19: Highest Level of Education Intended

Level of education

n

%

Bachelor's degree

249

32.3%

Master's degree

344

44.7%

Doctoral degree

84

10.9%

Doctor of Veterinary Medicine

33

4.3%

Other professional degree

59

7.7%

Do not intend to complete a degree

1

0.1%

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Comparisons and frequencies: Gender/Ethnicity, College

Goals and Objectives at NC State (Tables 3-20 and 3-21)

In keeping with the high frequency of respondents anticipating a graduate education, the most frequently reported primary goal in attending NC State was "to obtain a bachelor???s degree as preparation for graduate or professional school" (49.8%). The next most common objective was "to obtain a bachelor???s degree as preparation for a new career or profession" (37.3%). A large majority of respondents said they were "very certain" or "certain" in their choice of college major (82.6%).

Table 3-20: Goals and Objectives at NC State

n

%

Bach. for school preparation

389

49.8%

Bach. for career preparation

291

37.3%

Bach./certificate only

76

9.7%

Improve for current profession

13

1.7%

Other

9

1.2%

Courses for personal interest

3

0.4%

Table 3-21: Certainty of College Major

n

%

Very certain

360

46.2%

Certain

284

36.4%

Uncertain

112

14.4%

Very uncertain

24

3.1%

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Comparisons and frequencies: Gender/Ethnicity, College

First Semester Employment Plans (Table 3-22)

Respondents were asked to report the number of hours they intended to work during their first semester at NC State. Less than one-third (27.4%) do not plan on being employed, while 33.5 percent plan on working 20 hours or more each week.

Table 3-22: First Semester Employment Plans

Hours of employment

n

%

20 or more hrs./wk.

253

33.5%

Less than 20 hrs./wk.

296

39.2%

Do not plan to work

207

27.4%

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Comparisons and frequencies: Gender/Ethnicity, College

Goals for Undergraduate Education

This section presents information about respondents??? educational goals. The 35 goals asked about related to personal development, general education, and world views. Tables 3-23 and 3-24 present respondents??? mean ratings of each goal.

Respondents were asked to rate their current level of development on each goal and how important the goal is to them right now. Current level of development was rated on a scale from 5 = "very high" to 1 = "very low." Goal importance was rated on a scale from 5 = "very important" to 1 = "not important." "Don???t know" responses in both current development and importance ratings were excluded from the analysis.

Overall, personal development goals tended to receive higher mean ratings on current development than did the other areas, with 6 of the 10 highest mean ratings. Two of the world view goals, however, had the third and fourth highest mean ratings for current development. The four highest mean ratings were for taking responsibility for my own behavior (4.46), viewing learning as a lifelong process (4.28), valuing racial equity (4.19), and valuing gender equity (4.14).

Ratings of goal importance were consistently higher than ratings of current development. Again, personal development goals were given higher ratings than those related to general education and world views (9 of 10 highest mean ratings for importance). The four highest average importance ratings were for taking responsibility for my own behavior (4.62), having self-discipline (4.57), having self-confidence (4.56), and managing my time (4.56).

Table 3-23: Current Development

General Education Goals

Mean Development*

Plan/carry out project indep.

3.82

Good listening skills

3.80

Good reading comp. skills

3.71

Broad general education

3.70

Critically analyze info.

3.68

Understand scientific influence

3.59

Communicate in writing

3.58

Understand diverse cultures

3.57

Apply mathematics skills

3.54

Develop computer skills

3.49

Communicate ideas orally

3.45

Apply scientific principles

3.30

Personal Development Goals

Mean Development*

Taking responsibility for behavior

4.46

Learning as lifelong

4.28

Acting upon ethical principles

4.08

Being independent and self-reliant

4.04

Function as part of a team

3.99

Understanding own abilities and interests

3.92

Having self-discipline

3.82

Clarifying personal identity

3.80

Realizing my potential for success

3.78

Having self-confidence

3.74

Coping with change

3.74

Improving leadership/management skills

3.67

Commitment to health and fitness

3.63

Handling stress

3.58

Managing my time

3.50

Involved with public/community affairs

3.03

World View Goals

Mean Development*

Valuing racial equity

4.19

Valuing gender equity

4.14

Interact with diverse people

3.86

Tolerance for different views

3.79

Appreciation of the arts

3.45

World problems/issues

3.36

Present as it relates to history

3.33

*Means based on a scale from 1 = "very low" to 5 = "very high."
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Frequency distributions: Gender/Ethnicity
Comparisons: Gender/Ethnicity, College

Table 3-24: Goal Importance

General Education Goals

Mean Importance*

Develop computer skills

4.44

Plan/carry out project indep.

4.41

Communicate ideas orally

4.36

Good listening skills

4.30

Good reading comp. skills

4.28

Critically analyze info.

4.22

Broad general education

4.16

Communicate in writing

4.14

Apply mathematics skills

4.09

Understand scientific influence

4.05

Understand diverse cultures

3.91

Apply scientific principles

3.89

Personal Development Goals

Mean Importance*

Taking responsibility for behavior

4.62

Having self-discipline

4.57

Having self-confidence

4.56

Managing my time

4.56

Realizing my potential for success

4.51

Being independent and self-reliant

4.50

Handling stress

4.48

Understanding own abilities and interests

4.45

Learning as lifelong

4.43

Commitment to health and fitness

4.36

Function as part of a team

4.35

Improving leadership/management skills

4.34

Acting upon ethical principles

4.31

Clarifying personal identity

4.26

Coping with change

4.26

Involved with public/community affairs

3.74

World View Goals

Mean Importance*

Valuing racial equity

4.37

Valuing gender equity

4.33

Interact with diverse people

4.28

Tolerance for different views

4.28

World problems/issues

4.11

Present as it relates to history

3.84

Appreciation of the arts

3.78

*Means based on a scale from 1 = "very unimportant" to 5 = "very important."
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Frequency distributions: Gender/ethnicity
Comparisons: Gender/Ethnicity, College

Comparing Average Ratings for Current Development and Importance of Goals (Chart 3-1)

Considerable variation exists in mean ratings of importance and development for each goal rated by survey respondents. These differences reveal potentially important aspects of students' goal orientations. Chart 3-1 graphically displays the inconsistencies in mean ratings of importance and development. The data points cluster on the lower right side of the chart, reflecting the fact that importance was consistently rated higher than current development.

The upper right quadrant contains goals that are rated relatively high in both importance and development. Thus, goals falling in this quadrant are those that respondents feel are particularly important and on which they feel they have made a good start. Especially noteworthy is number 13, taking responsibility for my own behavior.

Goals in the lower right quadrant were rated high in importance but comparatively lower in development. These are goals that are important for students, but which they feel have not been developed to the same extent as other goals. Most prominent is number 27, managing my time. Other goals in this quadrant include developing computer skills (9) and handling stress (26). In general, these items represent areas which students value and wish to improve upon.

Goals in the lower left quadrant were rated lower in both importance and development than many of the other goals. In general, the respondents are less concerned about these areas. Involved with public and community affairs (18) has a noticeably lower average development rating than the other goals.

Chart 3-1: Scatterplot of Goal Development and Importance Ratings

1 Acquiring a broad general education

19 Understanding own abilities/interests

2 Ability to communicate ideas in writing

20 Commitment to health and fitness

3 Ability to communicate ideas orally

21 Having self-confidence

4 Developing good listening skills

22 Realizing my potential for success

5 Developing reading comp. skills

23 Clarifying personal identity

6 Ability to apply math skills

24 Coping with change

7 Understanding scientific influence

25 Being independent and self-reliant

8 Apply scientific principles

26 Handling stress

9 Developing computer skills

27 Managing my time

10 Critically analyze info.

28 Having self-discipline

11 Plan/carry out project independently

29 World problems/issues

12 Understanding diverse cultures

30 Present as it relates to history

13 Taking responsibility for behavior

31 Interact with diverse people

14 Learning as lifelong process

32 Appreciation of the arts

15 Acting on ethical principles

33 Tolerance for different views

16 Leadership/management skills

34 Valuing gender equity

17 Function as part of a team

35 Valuing racial equity

18 Involved with public and comm. affairs

 
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Comparisons: Gender/Ethnicity
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For more information on the 2000 Entering Transfer Student Survey reports contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Campus Box 7002
North Carolina State University
Raleigh, NC 27965-7002
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: August, 2001

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