STATED WELLNESS NEEDS OF GRADUATING SENIORS AND ENTERING
FRESHMEN (1999-2000)
at the University Of Wisconsin-Stevens Point
Robert Mosier,
Ph.D., Student Affairs, University Of
Wisconsin-Stevens Point
INTRODUCTION
This
report provides information about perceptions by graduating seniors of the
class of 1991 and entering freshmen from the classes of 1986,1990, 1991, 1992,
1993, 1994, 1995, 1996, 1997, 1998, and 1999.
Some of the data will provide direct comparisons of views by the various
classes represented in the survey.
METHODOLOGY
INSTRUMENTS
The
data for the 1991 seniors was derived from the University Perception Survey
(UPS). The UPS was filled out by
seniors at the end of the year 1990-1991 for the graduating class of 1991. The data for the freshman classes was taken
from the College Student Characteristics Inventory (CSCI). The questions are similar on both
questionnaires to provide points of comparison.
PROCEDURES
The
freshmen filled out the questionnaire during their summer orientation prior to
beginning college. Mary Mosier of
Career Services was very helpful in organizing and carrying out the data
collection for the seniors. Seniors
filled out the questionnaire as part of the graduation data collected by the
Career Services office.
SAMPLES
There
were 635 seniors who responded to the UPS survey, 335 women and 296 men. Each CSCI freshman survey had 1,100 to 1,300
respondents prior to 1995. There were
700 CSCI questionnaires given out and 640 returned in 1995. In 1996, there were 700 questionnaires given
out and 635 returned. In 1997, there
were 700 questionnaires given out and 667 returned. In 1998, there were 725 questionnaires given out and 650
returned. In 1999, there were 725
questionnaires given out and 595 returned.
data Analysis
The
tables included in this report contain the perceptions as expressed by the
students. The report contains data on
the freshman classes of 1986,1990, 1991, 1992, 1993, 1994, 1995, 1996, 1997,
1998, and 1999, compared with graduating seniors of 1991. Some data from the class of 1986 is not
available. Clark Pallen and Judy
Slowinski of Administrative Information Systems were very helpful in the
statistical analysis of the data in this study. Joanna Squire of Residential Living generated the graphs, as well
as provided editing support and document formatting.
COMPARISON OF PERCEPTIONS OF
ENTERING FRESHMEN AND GRADUATING SENIORS WITHIN THE SIX WELLNESS DIMENSIONS
INTELLECTUAL WELLNESS
DEFINITION OF
INTELLECTUAL WELLNESS
Intellectual wellness
is evidenced by self-directed behavior which includes continuous acquisition,
development, creative application, and articulation of critical thinking and
expressive/intuitive skills and abilities focused the achievement of a more
satisfying existence.
TABLE 1
REALLY LEARNING SOMETHING (SEE
FIGURE 1)
|
|
ENTERING FRESHMEN |
GRADUATING
SENIORS |
|
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|||
|
Most
important |
29.5% |
38.8% |
37.1% |
34.0% |
34.7% |
32.6% |
34.7% |
32.6% |
31.3% |
29.7% |
35.5% |
|||
|
Very
important |
64.1 |
57.4 |
58.6 |
60.2 |
58.8 |
52.0 |
59.7 |
61.5 |
62.2 |
64.9 |
51.2 |
|||
|
Fairly important |
5.3 |
3.1 |
3.5 |
4.8 |
5.3 |
4.1 |
4.6 |
4.7 |
5.2 |
3.5 |
10.4 |
|||
|
Unimportant |
1.1 |
0.7 |
0.8 |
1.0 |
1.1 |
1.3 |
1.1 |
1.2 |
1.3 |
1.7 |
2.9 |
|||
TABLE 2
MAKING GOOD GRADES (SEE FIGURE 2)
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
23.7% |
27.8% |
25.8% |
22.3% |
22.9% |
22.0% |
24.4% |
23.8% |
23.2% |
20.9% |
22.5% |
|
|||
|
Very important |
69.9 |
67.2 |
69.1 |
72.5 |
70.7 |
72.0 |
68.7 |
69.5 |
71.5 |
73.4 |
60.5 |
|
|||
|
Fairly important |
5.0 |
4.7 |
4.6 |
4.5 |
5.2 |
5.3 |
6.3 |
6.0 |
4.4 |
4.7 |
13.2 |
|
|||
|
Unimportant |
1.4 |
0.2 |
0.5 |
0.6 |
1.2 |
0.7 |
0.6 |
0.6 |
0.9 |
0.8 |
13.8 |
|
|||
figure
1 figure
2
TABLE 3
IMPORTANCE OF ATTENDING COLLEGE
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
|||||||||||||||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
||||||||||||||||
|
Most important |
49.1% |
52.5% |
48.6% |
51.1% |
44.7% |
56.6% |
47.7% |
47.7% |
45.6% |
46.5% |
61.9% |
|
|||||||||||||||
|
Very important |
46.8 |
44.7 |
48.2 |
44.3 |
51.9 |
44.4 |
48.7 |
48.6 |
52.4 |
50.1 |
30.0 |
|
|||||||||||||||
|
Fairly important |
3.8 |
2.5 |
2.8 |
3.7 |
3.1 |
2.5 |
3.3 |
3.6 |
1.7 |
3.2 |
6.3 |
|
|||||||||||||||
|
Unimportant |
0.4 |
0.3 |
0.4 |
0.9 |
0.3 |
0.5 |
0.3 |
0.0 |
0.3 |
0.2 |
1.8 |
|
|||||||||||||||
TABLE 4
EXPLORING ATTITUDES, OPINIONS,
AND BELIEFS WITH FACULTY (SEE FIGURE 3)
|
|
ENTERING FRESHMEN |
GRADUATING
SENIORS |
|||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
Most important |
1.8% |
5.0% |
4.0% |
4.0% |
4.4% |
6.3% |
5.4% |
5.4% |
4.6% |
3.6% |
10.2% |
|
Very important |
23.5 |
35.1 |
33.7 |
32.4 |
29.7 |
27.9 |
33.9 |
30.1 |
32.9 |
26.4 |
36.1 |
|
Fairly important |
49.5 |
46.9 |
46.0 |
45.0 |
45.7 |
46.4 |
43.2 |
45.7 |
44.1 |
46.0 |
36.1 |
|
Unimportant |
25.2 |
12.8 |
16.3 |
18.5 |
20.5 |
19.5 |
17.5 |
18.8 |
18.4 |
23.9 |
17.7 |
figure 3
TABLE 5
HAVING THE OPPORTUNITY FOR
SERIOUS INTELLECTUAL DISCUSSION WITH OTHER STUDENTS
|
|
ENTERING FRESHMEN |
GRADUATING
SENIORS |
|||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|
Most important |
2.8% |
2.8% |
7.0% |
6.2% |
6.0% |
8.7% |
8.6% |
8.6% |
8.3% |
6.8% |
5.4% |
11.2% |
|
|
Very important |
32.5 |
31.5 |
31.4 |
30.5 |
30.8 |
28.8 |
26.7 |
26.7 |
27.3 |
29.8 |
29.6 |
37.7 |
|
|
Fairly important |
|||||||||||||