2008 NATIONAL RESEARCH STUDY

A supplement to the 2008

National Freshman Attitudes Report

The Attitudes of Incoming

Adult Learners
This report compares the self-reported attitudes and motivations of first-
year, nontraditional-age students to those of first-year, traditional-age
learners, based on a 100-item attitudinal survey administered in the
summer and early fall of 2007. The report covers a broad range of student
success issues, including, but not limited to, study habits, desire to finish
college, receptivity to assistance, and clarity on a career direction.
Among the findings:
• More than three-quarters of incoming adult learners (77 percent)
indicated they study hard “even for courses I don’t like,” compared to
just over half (56 percent) of traditional-age students.
• More than half of incoming adult learners (57 percent) expected to work
at 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-age
students.
• Many more incoming adult learners than traditional-age students
indicated they enjoyed reading.
• One-third of incoming 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.
• Close to half of incoming adult learners (45 percent) indicated they had
financial problems that are “very distracting and troublesome” compared
to approximately a quarter (27 percent) of traditional-age students.
Questions or comments about this report may be directed to
Tim Culver, Noel-Levitz vice president of consulting services, at
tim-culver@noellevitz.com or Elizabeth Herr, Ph.D., senior statistician, at
elizabeth-herr@noellevitz.com.
 Incoming adult learners arrive at college ready
to work hard
More adult learners compared to traditional-age learners arrived at college last fall determined
to study hard and make the sacrifices necessary to accomplish their educational goals. These
same adult learners worried more about their personal finances and brought less interest in
attending campus social functions.
These are among the findings of this first-ever Noel-Levitz national study on the attitudes of
first-year nontraditional-age learners. This report builds on the third annual 2008 National
Freshman Attitudes Report released in February 2008, which examined attitudinal trends
among freshman as a whole as well as differences between first-generation and non-first-
generation freshmen.
To download either of these reports, please go to www.noellevitz.com/freshmanreport.

This report builds

on our 2008 Inside...
National Freshman
Attitudes Report, Incoming adult learners arrive ready to work hard to accomplish
adding yet another their goals ...................................................................................... 4
layer to the
existing national Adult learners more inclined to read ................................................. 4
research on
college freshmen.
Adult learners bring greater stress financially ................................... 5

Appendix with additional findings and data ....................................... 7

See the appendix for additional, detailed findings:
Don’t miss these
—Compare respondents’ answers to all 100 survey items
additional findings.
—Compare all findings 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

The source of data
In the summer and early fall of 2007, a total of 8,867 first-year nontraditional-age students from 235
colleges and universities nationwide completed a 100-item attitudinal survey during orientation or within
their first 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 the
survey online or used a traditional, paper-and-pencil format. For this study, nontraditional-age was For this study,
defined as students 25 years of age or older. nontraditional-
For purposes of comparison, the findings of these adult learners were then compared with those of age was defined
a comparable group of traditional-age learners, also from a broad cross-section of institutions, who as students 25
completed the same survey in the same timeframe. The average age of the traditional-age group was 18.4. years of age or
The survey instrument used for this study was the College Student Inventory™ Form B (CSI-B) from the older.
Noel-Levitz Retention Management System™. In selecting the attitudes and motivations to be measured
by this instrument, a special focus was to identify attitudes that may pose barriers or opportunities for
students in continuing and completing their degrees. For more information on the survey instrument,
please see page 14.

Is your institution retaining its adult learners?

2-year institutions 4-year institutions
60 56.6% 60

50 50
49.9%

43.2%
40 40

dropout dropout
28.2%
rate 30 rate 30

20 20

10 10

0 0
adult learner traditional-age student adult learner traditional-age student

Above: The dropout rate of adult learners compared to traditional-age students at

two-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 reflect first-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.

1
National Center for Education Statistics, “Percentage distribution of enrollment and completion status of first-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.
© 2008 Noel-Levitz, Inc. • www.noellevitz.com 3
 Highlights from Incoming adult learners arrive ready to work hard to accomplish their goals
the findings
Respondents were asked to indicate their levels of agreement with specific statements. The following
statements focused on students’ willingness to work hard and on their clarity on a career direction.

More than half of

adult learners (57 Percent of Percent of
adult traditional-age
percent) expected Selected survey item learners in students in
to work at a full- or agreement* agreement
part-time job more
than 20 hours a week I study very hard for all my courses, even those 77.2% 56.0%
I don’t like.
while attending
I am deeply committed to my educational goals,
classes. For details, and I’m fully prepared to make the effort and 94.6% 88.8%
see page 13 of the sacrifices that will be needed to attain them.
appendix. I have made a firm decision to enter a certain
occupation and have begun planning my life 77.9% 63.8%
around that decision.

As shown above, fully three-quarters (77 percent) greater clarity about their career goals. Based on
of all adult learner respondents indicated they these data, educators can expect that incoming
were prepared to study “very hard,” compared to adult learners may, in general, be more willing
56 percent of traditional-age student respondents. to work hard at their studies.
Adult learner respondents also indicated they had
* 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.

Adult learners more inclined to read

As further evidence
of their willingness Compared to their traditional-age counterparts, many more incoming adult learners appeared to
to work hard, more enjoy reading and books. More adult learners also indicated that the areas of math and physical
adult learners than science were challenging for them.
traditional-age
learners indicated Percent of Percent of
they were receptive adult traditional-age
Selected survey item learners in students in
to math tutoring agreement agreement
(55 percent vs. 45
percent) and to I get a great deal of personal satisfaction from 67.4% 45.2%
help with building reading.

their reading skills Over the years, books have broadened my 71.8% 55.8%
horizons and stimulated my imagination.
(35 percent vs. 26
Math has always been a challenge for me. 51.5% 41.9%
percent). For details,
see page 10 of the My understanding of the physical sciences is 34.8% 27.2%
very weak.
appendix.
As shown above, more than two-thirds of than half of adult learners (52 percent) indicated
incoming adult learners (67 percent) indicated math “has always been a challenge” for them and
they get “a great deal of satisfaction” from more than a third of adult learners (35 percent)
reading compared to less than half (45 percent) indicated they had a “very weak” understanding
of traditional-age students. In addition, more of the physical sciences.

4 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report

Adult learners bring greater stress financially Highlights from
the findings
In addition to being willing to work harder, this study found that adult learners bring greater
financial stress with them to college, as shown in the table below.

For comparisons by
Percent of Percent of
adult traditional-age race/ethnicity for
Selected survey item learners in students in freshmen overall
agreement agreement (not separated by
age), please see
I have financial problems that are very distracting 45.3% 26.9%
and troublesome. the addendum to
I am in a bad financial position, and the pressure the 2008 National
to earn extra money will probably interfere with 25.3% 17.4% Freshman Attitudes
my studies. Report, available at
I don’t have any financial problems that will 33.1% 41.5% www.noellevitz.com/
interfere with my schoolwork.
freshmanreport.
As shown above, 45 percent of incoming adult to 27 percent of traditional-age students.
learners indicated they had financial problems that This finding almost certainly relates to the
were “very distracting and troublesome” compared determination to work hard referred to on page 4.

Adult learners less interested in social functions on campus

Compared to their traditional-age counterparts, adult learners indicated less interest in social
gatherings, social organizations, and student activities.
Adult learners
appeared to be
Percent of Percent of more tolerant of
adult traditional-age peers who held
Selected survey item learners in students in
agreement agreement differing opinions.
For details, see the
I would like to find out more about the clubs and 35.3% 57.1% Opinion Tolerance
social organizations at my college.
section on page 10
Participating in large social gatherings is of little 38.9% 23.8% of the appendix.
interest to me.
I would like to find out about student government 35.6% 49.6%
and the various activities on campus.

As shown above, only about one-third of percent) of traditional-age students. Adult learners
incoming adult learners (35 percent) indicated were also less interested in participating in large
interest in learning about campus clubs and social social gatherings and less interested in learning
organizations, compared to more than half (57 about student activities.

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 5

 Next steps: Where to from here?
The highlights on the preceding pages have shown a number of differences in the attitudes of
nontraditional-age students vs. traditional-age students. While these findings will not surprise
campus professionals who have been working with adult learners, they do have implications
for all practitioners who are serious about improving persistence and goal attainment for this
growing population.

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

Spend time reviewing the data in the appendix. These data offer additional insights, including adult
learners’ greater struggles with family emotional support and their more favorable view of educators.
Be sure to include these findings in your annual and strategic improvement planning sessions as one
important data input to inform goal and strategy selection.
Sign up to receive
additional reports Engage your colleagues in discussing applications to your programs and instructional delivery. Does
and information the design of your coursework for adult learners reflect their interest in reading and willingness to
study hard? Also, for adult learners who are highly focused on their career goals, are you offering
updates by e-mail
accelerated degree programs and conveniently available tutoring, as well as “best practices” for
at www.noellevitz. improving student retention such as learning communities/cohorts?
com/subscribe.
Develop an intrusive advising program if you don’t have one already. Such programs ensure required
interaction with advisors and/or mentors at frequent intervals during enrollment. Noel-Levitz
research has shown that adult learners place a high value on advising (see our 2007 National Adult
Student Priorities Report, p. 5).
Ensure that you are addressing the financial stressors of adult learners. From our research, we know
that financial aid is one of the top reasons why a student enrolls at a given institution (see our report,
Why Did They Enroll? The Factors Influencing College Choice, p. 3). Be sure that adult students are
well-informed about adult-learner-specific scholarships and financial aid, as well as the payment
plans and financial 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 goals
and interests, including increased contact with faculty in their chosen area of study? Are you offering
convenient and accessible office 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 who
need to “step up” to allow time and opportunity for learning are more likely to do so if they have a
complete understanding of the sacrifice necessary for educational success.
Design an effective early intervention process that connects your adult learners to campus resources
during the first three weeks on campus. This is important for all at-risk students but can be critical for
adult learners, who are generally more receptive to intervention and who also enter with high levels
of stress.

6 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report

Appendix with additional findings and data
Listed in this section are the percentages of entering first-year students in this study that agreed with all 100 survey
items, broken down for nontraditional learners vs. traditional learners and divided by institution type to enable
comparisons 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, although
virtually all differences are statistically significant. For a detailed explanation of the statistical processes used to
produce these data, please see page 9.

Findings for Findings by Institution Type

All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

Desire to finish college
I have a very strong desire to continue my
education, and I am quite determined to finish 96.3% 94.8% 97.5% 95.7% 97.8% 95.3% 95.0% 91.4%
a degree.
I am very strongly dedicated to finishing college— 95.3% 93.8% 95.9% 94.7% 97.1% 94.3% 94.2% 90.5%
no matter what obstacles get in my way.
I am deeply committed to my educational goals,
and I’m fully prepared to make the effort and 94.6% 88.8% 95.1% 90.2% 95.0% 88.7% 94.1% 85.7%
sacrifices that will be needed to attain them.
Of all the things I could do at this point in my life, 85.7% 85.0% 86.4% 86.3% 86.5% 85.8% 84.9% 80.2%
going to college is definitely the most satisfying.
I often wonder if a college education is really
worth all the time, money, and effort that I’m 16.6% 17.9% 18.7% 17.2% 15.4% 17.4% 15.5% 20.8%
being asked to spend on it.
I can think of many things I would rather do than 12.7% 12.1% 14.4% 11.1% 10.6% 11.2% 12.1% 16.8%
go to college.
I wish that society did not put so much pressure
on people to go to college, as I’d really rather be 10.6% 11.0% 11.4% 10.0% 9.7% 10.2% 10.3% 15.6%
doing other things at this point in my life.
I dread the thought of going to school for several
more years, and there is a part of me that would 12.9% 10.2% 12.0% 9.0% 14.0% 9.7% 13.1% 14.2%
like to give up the whole thing.
Attitude toward educators
The teachers I had in school respected me as a 77.2% 81.8% 79.6% 82.7% 77.9% 82.8% 75.2% 77.0%
person and treated me fairly.
Most of my teachers have been very caring and 81.2% 78.2% 84.2% 80.8% 71.3% 75.5% 82.2% 77.9%
dedicated.
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 find 9.9% 18.3% 8.6% 16.9% 13.7% 19.4% 9.6% 19.2%
very annoying.
In my opinion, many teachers are more concerned
about themselves than they are about their 10.6% 15.3% 9.2% 13.6% 16.3% 16.7% 9.7% 16.0%
students.
Most of the teachers I had in school were too 16.9% 15.1% 15.9% 14.6% 16.0% 13.7% 17.9% 20.0%
opinionated and inflexible.

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 7

 Findings for Findings by Institution Type
All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

Intellectual interests
Over the years, books have broadened my 71.9% 55.8% 74.2% 59.8% 79.1% 55.5% 67.9% 46.6%
horizons and stimulated my imagination.
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 don’t enjoy reading serious books and articles, 31.1% 43.0% 31.2% 41.1% 27.2% 43.9% 32.3% 45.5%
and I only do it when I have to.
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 review 73.7% 58.0% 69.9% 57.8% 75.2% 59.0% 76.0% 56.5%
them thoroughly before a test.
I study very hard for all my courses, even those I 77.2% 56.0% 77.0% 57.4% 74.2% 54.4% 78.4% 56.1%
don’t like.
I have developed a solid system of self-discipline, 60.4% 55.4% 60.7% 57.4% 57.5% 55.0% 61.1% 51.7%
which helps me keep up with my schoolwork.
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 quit 17.1% 29.5% 15.7% 27.1% 17.2% 30.7% 18.1% 32.5%
after a few minutes.
I have great difficulty concentrating on 26.6% 22.1% 23.3% 19.7% 31.5% 22.1% 27.4% 28.5%
schoolwork, and I often get behind.
Math and science confidence
I have a very good grasp of the scientific ideas 46.8% 48.1% 52.4% 50.1% 53.0% 49.4% 40.7% 40.0%
I’ve studied in school.
I have a hard time understanding and solving 53.1% 45.0% 46.9% 43.0% 49.8% 44.6% 58.5% 50.7%
complex math problems.
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 to 40.7% 38.1% 47.4% 39.0% 44.1% 38.8% 34.9% 34.1%
solve complex math problems.
I have a very good understanding of general
biology (e.g., cell structure, metabolism, genetics, 35.1% 38.9% 39.1% 39.5% 38.3% 39.8% 31.2% 35.1%
and the circulatory system).
My understanding of the physical sciences is 34.8% 27.2% 30.6% 26.3% 30.7% 25.9% 39.2% 32.2%
very weak.
Verbal confidence
I am capable of writing a very clear and well- 61.6% 64.3% 65.6% 67.3% 65.8% 64.9% 57.4% 55.8%
organized paper.
I pick up new vocabulary words quickly, and I find 63.1% 52.9% 66.8% 54.1% 68.4% 53.5% 58.8% 48.6%
it easy to use them in my speech and writing.
I am very good at figuring out the deeper meaning 60.2% 52.7% 63.6% 55.5% 65.9% 52.6% 55.9% 46.0%
of a short story or novel.
I have difficulty organizing my ideas in a paper,
and I tend to make a lot of punctuation and 38.8% 32.9% 35.1% 30.8% 35.1% 32.1% 42.6% 40.2%
grammar mistakes.
In English classes, I’ve had difficulty analyzing 30.0% 29.1% 28.4% 28.0% 26.6% 28.9% 32.2% 32.2%
an author’s style and theme.
Learning new vocabulary words is a slow and 18.8% 17.9% 16.8% 17.3% 15.0% 16.8% 21.5% 21.9%
difficult process for me.
8 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report
 Findings for Findings by Institution Type
All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

Career closure
I have found a potential career that strongly 88.2% 78.4% 89.9% 80.2% 86.0% 76.3% 87.7% 78.8%
attracts me.
I have made a firm decision to enter a certain
occupation and have begun planning my life 76.7% 60.2% 77.2% 60.1% 74.4% 58.2% 77.0% 65.0%
around that decision.
I become very confused when I try to choose an 21.4% 23.6% 19.9% 22.0% 23.5% 24.3% 21.9% 26.1%
occupation.
I am very confused about what occupation to 16.2% 21.3% 15.8% 20.0% 17.8% 22.8% 16.0% 21.1%
pursue.
Family emotional support
When I was a child, my parents usually under-
stood me, respected my judgment, and treated 60.6% 79.6% 60.8% 80.4% 63.5% 80.7% 59.5% 75.0%
me in ways that helped me grow.
My family and I communicated very well when
I was young, and we had a good understanding 54.0% 69.6% 55.5% 70.3% 54.2% 70.4% 52.9% 65.7%
of each other’s point of view.
My family had a one way of looking at me when I
was a child, and they didn’t understand 27.8% 13.9% 27.0% 13.7% 26.2% 12.7% 28.9% 17.4%
my feelings very well.
When I was a child, the other members of my
family often said hurtful things that caused 24.7% 11.8% 23.5% 11.6% 24.6% 10.9% 25.6% 14.8%
unpleasant feelings.
Sense of financial security
I have the financial resources that I need to 42.4% 47.9% 44.2% 47.5% 42.8% 49.3% 41.1% 45.8%
finish college.
I don’t have any financial problems that will 33.1% 41.5% 33.4% 41.0% 34.3% 43.0% 32.5% 39.0%
interfere with my schoolwork.
I have financial problems that are very distracting 45.3% 26.9% 43.2% 26.5% 45.7% 25.4% 46.8% 31.9%
and troublesome.
I am in a bad financial position, and the pressure
to earn extra money will probably interfere with 25.3% 17.4% 23.9% 16.9% 29.3% 16.3% 25.0% 21.4%
my studies.
Sociability
I greatly enjoy getting together with a crowd of 66.7% 82.2% 70.5% 83.3% 67.9% 83.1% 63.6% 77.2%
people and having fun.
I am very adventurous and outgoing at social 50.1% 59.3% 54.1% 58.8% 48.2% 60.4% 47.9% 58.1%
gatherings.
Participating in large social gatherings is of little 38.9% 23.8% 34.2% 22.6% 39.5% 22.4% 42.0% 30.4%
interest to me.
It is hard for me to relax and just have fun with a 20.0% 13.5% 16.1% 13.1% 20.7% 12.9% 22.4% 16.1%
group of people.

About the statistical processes

Due to the large sample sizes, virtually all differences in the means shown in this report proved to be statistically significant 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), Cohen’s d was used to identify items
with small or medium effect sizes. Virtually all other items, although statistically significant, registered negligible effect sizes.

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 9

 Findings for Findings by Institution Type
All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

Opinion tolerance
I get along well with people who disagree with 74.7% 62.7% 75.9% 62.7% 75.3% 62.3% 73.7% 63.7%
my opinion openly.
I can feel comfortable with someone who thinks 71.7% 61.9% 75.0% 62.9% 74.5% 62.1% 68.4% 58.6%
quite differently than I do on major social issues.
I find it easy to be friends with people whose 63.9% 55.4% 65.3% 56.1% 63.3% 55.1% 63.1% 54.0%
political ideas differ sharply from my own.
When someone’s opinions strongly disagree with
my own, I tend to develop unfriendly feelings and 13.0% 13.9% 11.4% 13.6% 12.1% 13.8% 14.5% 15.1%
to avoid close contact with the person.
I feel uneasy and distrustful toward people whose 10.1% 10.1% 9.0% 9.5% 10.0% 9.9% 11.0% 11.7%
way of thinking is quite dissimilar to my own.
Because they irritate me, I tend to stay away
from people whose ideas are quite different 10.4% 9.3% 9.0% 8.4% 9.7% 9.1% 11.5% 11.7%
from my own.
Receptivity to academic assistance
I would like to receive some instruction in the 75.2% 74.0% 73.3% 73.0% 74.0% 76.9% 77.0% 69.4%
most effective ways to take college exams.
I would like to receive some help in improving my 59.1% 55.7% 55.2% 52.4% 63.4% 59.8% 60.5% 54.0%
study habits.
I would like to receive some individual help in 54.6% 45.3% 49.3% 42.0% 51.0% 48.0% 59.5% 47.3%
improving my math skills.
I would like to receive some individual help in
improving 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 of

my 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 improve

my 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 educational 59.9% 66.4% 62.5% 68.4% 60.8% 68.2% 57.6% 57.2%
plan that will prepare me to get a good job.
I would like to talk with someone about the 57.6% 62.4% 58.8% 62.1% 61.6% 65.7% 55.4% 55.5%
qualifications needed for certain occupations.
I would like to talk with someone about the salaries 53.1% 55.6% 58.3% 56.5% 51.1% 57.1% 50.2% 49.6%
and future outlook for various occupations.
I would like to talk with someone about the
advantages and disadvantages of various 45.8% 48.9% 50.6% 50.1% 48.1% 51.3% 41.6% 40.1%
occupations.
I would like some help selecting an occupation 42.5% 47.9% 45.8% 49.0% 44.8% 49.1% 39.5% 42.1%
that is well-suited to my interests and abilities.

10 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report

 Findings for Findings by Institution Type
All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

Receptivity to financial guidance
I would like to talk to someone about getting a 61.4% 63.9% 68.2% 65.0% 57.0% 65.8% 58.0% 56.5%
scholarship.
I would like to talk to someone about getting a 28.7% 47.5% 29.3% 51.5% 30.1% 47.8% 27.8% 36.9%
part-time job during the regular school year.
I would like to talk to someone about the 32.7% 42.4% 31.7% 44.8% 41.1% 42.5% 30.7% 35.9%
opportunities available for summer employment.
I would like to talk with someone about getting a 37.3% 29.5% 38.9% 30.0% 36.3% 29.0% 36.5% 29.5%
loan to help me through school.
Receptivity to personal counseling
I would like to talk with a counselor about my 24.7% 17.7% 22.5% 16.7% 35.0% 18.9% 23.0% 17.5%
general attitude toward school.
I would like to talk with a counselor about some
difficulties in my personal relationships or social 13.3% 10.2% 11.9% 9.9% 20.0% 10.1% 12.1% 10.8%
life.
I would like to talk with a counselor about
eliminating an unwanted habit (involving food, 12.1% 8.0% 10.0% 7.4% 15.6% 8.2% 12.5% 8.9%
drugs, cigarettes, or alcohol, etc.).
I would like to talk with a counselor about some 11.5% 8.6% 9.1% 8.5% 17.7% 8.4% 11.2% 8.9%
emotional tensions that are bothering me.
I would like to talk with a counselor about some
feelings of discouragement or unhappy thoughts 11.6% 8.4% 9.5% 8.1% 18.8% 8.3% 10.8% 9.1%
that keep bothering me.
I would like to talk with a counselor about some 9.0% 6.1% 7.4% 5.9% 12.7% 6.0% 8.8% 6.8%
family problems.
Receptivity to social enrichment
I would like to attend an informal gathering where 45.0% 60.1% 47.1% 65.0% 46.4% 61.2% 43.0% 45.4%
I can meet some new friends.
I would like to find out more about the clubs and 35.3% 57.1% 40.2% 61.9% 37.1% 59.3% 31.3% 40.1%
social organizations at my college.
I would like to find out more about student
government and the various student activities on 35.6% 49.6% 36.1% 53.6% 38.3% 51.1% 34.3% 36.2%
campus.
I would like to meet an experienced student who 35.7% 48.2% 38.1% 50.9% 39.5% 51.0% 32.8% 34.6%
can show me around and give me some advice.
Desire to transfer
I have no desire to transfer to another school
before finishing a degree at this college or 73.4% 61.6% 81.5% 68.2% 79.0% 59.3% 65.7% 50.7%
university.
I plan to transfer to another school before 8.8% 14.2% 4.0% 9.1% 6.2% 14.7% 13.2% 25.6%
completing a degree at this college or university.
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

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 11

 Findings for Findings by Institution Type
Respondent Demographics* (Fall 2007) All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

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 first generation 45.4% 23.8% 37.6% 20.0% 36.4% 22.0% 53.8% 37.7%
Percent non-first 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 Pacific 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%
Bachelor’s degree 8.8% 22.0% 11.5% 25.2% 12.1% 23.1% 5.8% 11.3%
Master’s 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%
Bachelor’s degree 9.8% 19.8% 12.3% 22.8% 14.0% 20.7% 6.7% 10.0%
Master’s degree 4.7% 9.1% 5.4% 11.1% 7.4% 8.8% 3.3% 4.7%
Professional degree 2.8% 4.4% 3.8% 5.8% 4.4% 4.1% 1.6% 1.9%
Highest degree planned by respondent
None 0.5% 0.2% 0.1% 0.1% 0.1% 0.2% 0.9% 0.6%
1-year certificate 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 (bachelor’s) 36.5% 38.1% 41.7% 38.2% 42.6% 38.1% 30.8% 37.6%
Master’s degree 27.8% 34.6% 41.9% 37.7% 36.9% 38.2% 15.0% 18.1%
Professional degree 9.6% 20.3% 9.0% 22.0% 17.5% 22.6% 7.4% 10.6%
* Percentages may not add to 100 due to rounding and small percentages of missing values in each category.
12 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report
 Findings for Findings by Institution Type
Respondent Demographics (Fall 2007) All Students Percentages of students in agreement

4-year private 4-year public 2-year

All survey items institutions institutions institutions

Adults Trads Adults Trads Adults Trads Adults Trads

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%
Respondent’s self-assessment of academic
knowledge
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%
Respondent’s self-assessment of academic
ability
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 chosen
college/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%

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 13

About the survey instrument used in this study
The survey instrument used for this study was the College Student Inventory of the Noel-Levitz
Retention Management SystemTM (RMS). This inventory is designed to assess the motivational
characteristics of incoming first-year students. It profiles incoming first-year students’ strengths and
needs 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 To discuss how
(click on “samples” at the top). this motivational
In addition to illuminating first-year students’ attitudes nationally in studies like this one, the findings
assessment/
of the inventory are reported directly to participating campuses within days of completion to provide intervention tool
early guidance for interventions. Using the findings, educators are able to foster student success by can support early
building upon students’ strengths and by creating proactive strategies to address students’ self- intervention initiatives,
identified areas of challenge. please contact
Beth Richter, Ph.D.,
associate vice president
Choose from three versions of retention solutions,
at 1-800-876-1117
Three primary forms of the CSI are available: or beth-richter@
• College Student Inventory - Form A noellevitz.com.
194 items, approximately 50 minutes
• College Student Inventory - Form B
100 items, approximately 30 minutes
• College Student Inventory - Form C
74-item, adult learner version, approximately 20 minutes
The second version listed, Form B, was selected for this study because it can be used with adult
learners and with traditional-age students. For campuses interested in assessing adult learners or
students juggling work, academics, and family, Form C is typically the best choice as it addresses
issues specific 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 adult
learners using the survey instrument on which this study was based. Doing so will assist in guiding
early advising interventions. To discuss how to use the Retention Management System with the
College Student Inventory to enhance your early interventions, and to select the inventory version
most suitable for your population, please contact Beth Richter, Ph.D., associate vice president of
retention solutions, at 1-800-876-1117 or beth-richter@noellevitz.com.

The rating scale at left is used in all versions of

RATING SCALE
the CSI. For this report, “agreement” was defined
NOT AT COMPLETELY as the aggregated number of students who
ALL TRUE 1 2 3 4 5 6 7 TRUE
selected a rating of 5, 6, or 7.

14 © 2008 Noel-Levitz, Inc. • 2008 National Adult Attitudes Report

Notes:

© 2008 Noel-Levitz, Inc. • www.noellevitz.com 15

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Phone: 800-876-1117 Ph.D., senior statistician, at elizabeth-herr@noellevitz.com.
319-626-8380
E-mail: contactus@noellevitz.com
Web: www.noellevitz.com

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