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 |
45.5 |
44.0 |
45.6 |
43.2 |
42.6 |
39.9 |
42.0 |
42.0 |
42.0 |
40.2 |
42.5 |
34.4 |
|
|
Unimportant |
19.2 |
21.7 |
16.0 |
20.1 |
20.6 |
22.5 |
22.8 |
22.8 |
22.4 |
23.3 |
22.3 |
16.7 |
|
TABLE 6
HAVING READING SKILLS ASSISTANCE
AVAILABLE
|
|
ENTERING FRESHMEN |
GRADUATING SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most
important |
2.6% |
2.9% |
2.4% |
3.1% |
1.7% |
2.6% |
1.3% |
2.0% |
1.3% |
1.0% |
6.5% |
|
|||
|
Very
important |
18.3 |
27.9 |
22.9 |
19.3 |
17.5 |
15.6 |
21.8 |
17.4 |
19.1 |
17.1 |
23.3 |
|
|||
|
Fairly important |
39.5 |
40.6 |
39.8 |
39.0 |
38.4 |
41.2 |
38.0 |
40.8 |
43.4 |
38.6 |
28.2 |
|
|||
|
Unimportant |
39.7 |
28.5 |
34.7 |
38.5 |
42.4 |
40.3 |
38.8 |
39.8 |
36.2 |
43.1 |
42.0 |
|
|||
TABLE 7
HAVING STUDY SKILLS ASSISTANCE
AVAILABLE
|
|
ENTERING FRESHMEN |
GRADUATING SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
3.8% |
8.4% |
6.8% |
6.6% |
6.0% |
6.1% |
6.3% |
5.6% |
4.1% |
3.0% |
8.3% |
|
|||
|
Very important |
39.0 |
44.0 |
41.0 |
38.3 |
37.5 |
34.7 |
40.0 |
35.3 |
38.6 |
32.3 |
26.3 |
|
|||
|
Fairly important |
37.2 |
35.6 |
36.7 |
38.2 |
38.9 |
39.4 |
36.5 |
39.8 |
41.3 |
42.8 |
28.1 |
|
|||
|
Unimportant |
20.0 |
12.0 |
15.5 |
16.9 |
17.6 |
19.8 |
17.1 |
19.2 |
15.9 |
21.8 |
37.4 |
|
|||
TABLE 8
HAVING MATH SKILLS ASSISTANCE AVAILABLE
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
4.6% |
9.9% |
6.8% |
7.3% |
6.2% |
6.4% |
6.7% |
5.0% |
6.0% |
4.7% |
8.4% |
|
|||
|
Very important |
41.7 |
46.6 |
43.7 |
40.2 |
39.1 |
35.3 |
42.4 |
38.6 |
38.9 |
35.2 |
29.0 |
|
|||
|
Fairly important |
34.8 |
32.1 |
34.3 |
35.1 |
37.4 |
38.2 |
35.5 |
37.7 |
38.4 |
38.7 |
26.4 |
|
|||
|
Unimportant |
18.9 |
11.3 |
15.1 |
17.3 |
17.3 |
20.0 |
15.4 |
18.8 |
16.5 |
21.3 |
36.2 |
|
|||
TABLE 9
HAVING ACADEMIC COUNSELING AVAILABLE
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
5.8% |
12.9% |
10.6% |
9.2% |
10.0% |
11.1% |
12.2% |
12.5% |
10.4% |
6.6% |
10.5% |
|
|||
|
Very important |
50.5 |
52.8 |
54.3 |
50.0 |
48.6 |
46.7 |
49.1 |
46.6 |
48.2 |
46.7 |
40.5 |
|
|||
|
Fairly important |
33.7 |
27.9 |
28.5 |
31.7 |
32.3 |
32.7 |
30.4 |
30.8 |
31.8 |
34.5 |
26.2 |
|
|||
|
Unimportant |
10.0 |
6.5 |
6.6 |
9.1 |
9.2 |
9.5 |
8.3 |
10.1 |
9.4 |
12.0 |
22.7 |
|
|||
TABLE 10
PRIORITY TO SET SPECIFIC
EDUCATIONAL GOALS
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
|||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
Top priority |
33.5% |
30.8% |
30.5% |
30.2% |
27.5% |
27.2% |
25.8% |
30.2% |
30.1% |
29.4% |
30.4% |
|
High priority |
50.7 |
51.4 |
51.6 |
54.1 |
53.7 |
53.8 |
57.6 |
51.4 |
53.8 |
52.4 |
46.5 |
|
Some priority |
13.2 |
15.9 |
15.4 |
13.3 |
16.5 |
15.5 |
14.4 |
16.2 |
13.9 |
15.6 |
18.4 |
|
No priority |
2.6 |
1.9 |
2.6 |
2.4 |
2.3 |
3.5 |
2.2 |
2.3 |
2.2 |
2.4 |
4.7 |
TABLE 11
DOING SERIOUS PROFESSIONAL
READING
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
|
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|||
|
Most important |
1.0% |
1.4% |
1.3% |
1.3% |
0.7% |
0.9% |
0.3% |
0.0% |
0.5% |
0.8% |
0.2% |
8.1% |
|||
|
Very important |
18.2 |
15.2 |
17.4 |
14.5 |
13.5 |
11.9 |
11.3 |
14.1 |
11.5 |
13.7 |
12.0 |
25.8 |
|||
|
Fairly important |
45.4 |
41.0 |
40.4 |
41.6 |
38.9 |
37.0 |
40.1 |
39.5 |
38.6 |
35.4 |
35.8 |
31.8 |
|||
|
Unimportant |
35.3 |
42.3 |
40.9 |
42.7 |
46.8 |
50.1 |
47.9 |
46.4 |
49.5 |
50.1 |
34.3 |
34.3 |
|||
Over
93% of our entering freshmen view attending college, really learning something
and making good grades as very important to most important goals.
In addition, over 81% have a top or high priority to set specific
educational goals. While only 24.6% of
the freshmen view exploring attitudes, opinions, and beliefs with faculty as
very important to important in 1990, 30% view this as very important to most
important in 1999. With respect to graduating seniors in 1991, the same trends
are generally true. However, while
94.3% of the entering freshmen felt making good grades was most or very
important, that comparable percentage for graduating seniors was 83.0%. On the other hand, while 35% of the entering
freshmen in 1999 felt having the opportunity for serious intellectual
discussion with other students was most or very important, 48.9% of the
graduating seniors felt that way.
OCCUPATIONAL WELLNESS
DEFINITION
OF OCCUPATIONAL WELLNESS
The
occupationally well individual contributes her/his unique skills/talents to
work that is meaningful and rewarding.
This person's values are expressed through involvement in paid and non-paid activities that are personally
rewarding for the individual and make a
contribution to the well-being of the community at large. He or she has satisfactorily integrated
his/her commitment to the occupational realm into a total lifestyle that is
rewarding.
TABLE 12
TO DEVELOP AN AWARENESS OF WORK
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
13.7% |
12.7% |
10.8% |
11.8% |
10.2% |
11.1% |
10.8% |
10.6% |
10.9% |
10.4% |
23.6% |
|
|||
|
High priority |
55.2 |
56.2 |
54.5 |
55.5 |
55.2 |
50.5 |
57.3 |
55.5 |
57.8 |
53.8 |
48.5 |
|
|||
|
Some priority |
26.3 |
27.4 |
29.2 |
27.2 |
29.9 |
31.6 |
28.3 |
29.0 |
25.3 |
28.6 |
22.6 |
|
|||
|
No priority |
4.7 |
3.7 |
5.4 |
5.5 |
4.8 |
6.7 |
3.5 |
4.9 |
6.0 |
7.0 |
5.3 |
|
|||
TABLE 13
HAVING VOCATIONAL COUNSELING
AVAILABLE (SEE FIGURE 4)
|
|
ENTERING
FRESHMEN |
GRADUATING SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
4.0% |
4.0% |
8.0% |
6.8% |
6.2% |
6.0% |
6.5% |
5.4% |
7.9% |
5.5% |
2.4% |
10.4% |
|
|||
|
Very important |
48.7 |
43.1 |
48.3 |
47.6 |
46.1 |
45.4 |
42.2 |
47.1 |
46.4 |
47.1 |
42.8 |
37.8 |
|
|||
|
Fairly important |
38.1 |
38.8 |
34.2 |
35.1 |
34.3 |
36.1 |
37.3 |
35.5 |
32.9 |
34.6 |
40.1 |
29.9 |
|
|||
|
Unimportant |
9.2 |
14.1 |
9.4 |
10.5 |
13.2 |
12.5 |
14.1 |
12.1 |
12.8 |
12.6 |
14.6 |
21.9 |
|
|||
TABLE 14
TO BEGIN TO THINK ABOUT AND WORK
TOWARD MAKING A VOCATIONAL DECISION (LIFE PLANNING)
(SEE FIGURE 5)
|
|
ENTERING
FRESHMEN |
GRADUATING SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
22.9% |
21.1% |
20.2% |
20.0% |
21.4% |
17.5% |
19.2% |
20.9% |
21.1% |
19.2% |
21.5% |
28.9% |
|
|||
|
High priority |
52.3 |
53.7 |
56.1 |
52.2 |
53.6 |
53.3 |
51.8 |
55.9 |
52.5 |
57.1 |
50.4 |
47.1 |
|
|||
|
Some priority |
19.6 |
20.6 |
19.3 |
21.9 |
19.8 |
22.0 |
21.7 |
18.1 |
21.5 |
17.1 |
21.5 |
17.8 |
|
|||
|
No priority |
5.2 |
4.6 |
4.5 |
5.8 |
5.1 |
7.2 |
7.3 |
5.1 |
4.9 |
6.5 |
6.6 |
6.2 |
|
|||
figure
4
figure 5
TABLE 15
TO MAKE A COMMITMENT TO A CHOSEN
CAREER
|
|
ENTERING
FRESHMEN |
GRADUATING SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
30.4% |
29.5% |
29.5% |
29.8% |
30.4% |
26.5% |
29.2% |
27.9% |
28.2% |
26.5% |
6.1% |
|
|||
|
High priority |
45.6 |
48.5 |
45.0 |
47.4 |
46.3 |
44.8 |
49.4 |
48.0 |
48.7 |
46.8 |
43.8 |
|
|||
|
Some priority |
19.4 |
19.0 |
20.0 |
17.3 |
19.6 |
22.8 |
16.4 |
19.5 |
19.7 |
20.9 |
15.1 |
|
|||
|
No priority |
4.6 |
2.9 |
5.5 |
5.5 |
3.7 |
5.9 |
4.9 |
4.5 |
3.5 |
5.6 |
5.1 |
|
|||
TABLE 16
HAVING A JOB PLACEMENT SERVICE
FOR GRADS (SEE FIGURE 6)
|
|
ENTERING FRESHMEN |
GRADUATING SENIORS |
||||||||||||
|
|
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Most important |
11.3% |
32.0% |
33.3% |
28.0% |
37.9% |
36.6% |
35.0% |
35.5% |
35.1% |
15.7% |
19.4% |
|
|||
|
Very important |
63.3 |
51.1 |
50.2 |
51.1 |
42.7 |
41.8 |
45.9 |
44.6 |
45.2 |
54.4 |
47.2 |
|
|||
|
Fairly important |
20.0 |
13.5 |
12.8 |
16.4 |
15.2 |
16.3 |
15.3 |
14.8 |
14.8 |
23.0 |
21.1 |
|
|||
|
Unimportant |
5.5 |
3.3 |
3.6 |
4.5 |
4.2 |
5.3 |
3.8 |
5.1 |
4.9 |
6.8 |
12.3 |
|
|||
figure 6
The freshmen seem
strongly interested in working on life planning (71.9% with a
top or high priority), making a
commitment to a chosen career (73.3% with a top or high
priority), and developing an
awareness of work (64.2% with a top or high priority). Graduating seniors
felt strongly about making a commitment to a chosen career (79.9%
with a top or high priority) and having a
job placement service for graduates (80.9% most or very
important).
SPIRITUAL AND EMOTIONAL WELLNESS
DEFINITION OF
SPIRITUAL WELLNESS
A person engaged in
the process of spiritual wellness is willing and able to transcend oneself in
order to question the meaning and purpose in his/her life and the lives of
others. He/she is involved in the
process of questioning all that is around him/her and has an appreciation for
that which cannot be completely understood.
This person seeks to find harmony between that which lies within and the
social and physical forces that come from outside. Feelings of doubt, despair, fear, disappointment and dislocation
as well as feelings of pleasure, joy, eagerness and discovery are part of this
search for a universal value system.
The person on a path
towards spiritual wellness is learning to be tolerant of the opposites and
contractions that exist within his/her world and beliefs and influences of
others. He/she is able to engage in the
formulation of a systematic world view, and system of values which give unity,
purpose and goals to one's hopes, striving, thoughts and action.
DEFINITION OF EMOTIONAL
WELLNESS
An
emotionally well person is both aware of and accepts a wide range of feelings
in him/herself and others. He/she is
able to freely express feelings and to manage feelings effectively to arrive at
personal choices/decisions based upon the integration of feelings, cognition
and behavior. He/she is self-aware and
self-accepting while remaining flexible and continually open to personal
development.
The
emotionally well person can function autonomously but is aware of personal
limitations and the value of seeking interpersonal support and assistance. He/she also forms interdependent
relationships based upon mutual commitment, trust and respect. The emotionally well person is willing to
accept challenges, take risks, and acknowledge conflict as being potentially
healthy. The emotionally well person
maintains a generally positive approach to life which is rooted in his/her
sense of personal responsibility for, and ability to manage, his/her life in personally
fulfilling ways. Emotional wellness is
not an end stage but a continual process of change and growth.
TABLE 17
HAVING RESPECT FOR DIFFERENT
VALUES (SEE FIGURE 7)
|
|
ENTERING
FRESHMEN |
GRADUATING SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
5.9% |
8.1% |
7.8% |
7.1% |
7.9% |
7.0% |
5.1% |
6.7% |
6.8% |
6.0% |
5.6% |
20.7% |
|
|||
|
High priority |
43.8 |
45.9 |
48.7 |
48.3 |
46.5 |
44.6 |
41.2 |
50.1 |
45.3 |
45.6 |
45.1 |
46.7 |
|
|||
|
Some priority |
43.1 |
38.9 |
36.8 |
37.2 |
37.8 |
42.1 |
43.2 |
34.6 |
39.4 |
39.2 |
39.5 |
26.3 |
|
|||
|
No priority |
7.2 |
7.2 |
6.6 |
7.5 |
7.8 |
6.3 |
10.5 |
8.6 |
8.2 |
9.2 |
9.5 |
6.4 |
|
|||
figure 7
TABLE 18
DEVELOPING SENSITIVITY TO OTHERS
|
|
ENTERING
FRESHMEN |
GRADUATING
SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
11.9% |
10.3% |
11.4% |
8.6% |
8.0% |
6.7% |
6.6% |
6.2% |
5.8% |
7.0% |
5.6% |
22.3% |
|
|||
|
High priority |
52.8 |
52.8 |
54.5 |
51.4 |
49.9 |
48.9 |
43.2 |
49.6 |
46.9 |
47.3 |
45.4 |
45.1 |
|
|||
|
Some priority |
29.3 |
30.4 |
28.0 |
32.4 |
34.5 |
35.4 |
38.3 |
36.2 |
36.6 |
37.6 |
38.9 |
25.4 |
|
|||
|
No priority |
6.8 |
6.5 |
6.1 |
7.7 |
7.6 |
9.0 |
11.9 |
8.0 |
10.5 |
8.1 |
9.9 |
7.2 |
|
|||
TABLE 19
LEARNING TO RESPOND WITH
RESPECTFUL FRIENDLINESS TO OTHERS
|
|
ENTERING FRESHMEN |
GRADUATING SENIORS |
|||||||||||||||||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
||||||||||||||||
|
Top priority |
15.1% |
14.3% |
13.8% |
10.4% |
10.6% |
11.1% |
7.8% |
9.4% |
9.1% |
8.2% |
8.5% |
22.2% |
|
||||||||||||||||
|
High priority |
46.4 |
50.0 |
50.9 |
49.1 |
46.1 |
43.3 |
44.8 |
46.7 |
43.6 |
45.5 |
44.0 |
43.8 |
|
|||||||||||||||||
|
Some priority |
31.6 |
27.9 |
27.8 |
31.0 |
32.7 |
33.4 |
35.6 |
32.8 |
35.7 |
35.8 |
34.8 |
25.3 |
|
|||||||||||||||||
|
No priority |
6.9 |
7.7 |
7.5 |
9.4 |
10.5 |
12.2 |
11.8 |
11.0 |
11.5 |
10.5 |
12.6 |
8.7 |
|
|||||||||||||||||
TABLE 20
DEVELOPING SKILLS FOR WORKING
WITH OTHERS
|
|
ENTERING
FRESHMEN |
GRADUATING SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
13.9% |
13.8% |
12.8% |
10.5% |
9.9% |
8.8% |
10.0% |
12.1% |
9.9% |
8.9% |
8.7% |
25.3% |
|
|||
|
High priority |
59.2 |
55.2 |
60.3 |
58.0 |
57.9 |
55.8 |
50.7 |
56.8 |
58.8 |
65.0 |
58.7 |
52.0 |
|
|||
|
Some priority |
24.6 |
28.5 |
23.0 |
27.7 |
27.4 |
31.4 |
32.7 |
26.8 |
27.1 |
22.0 |
27.2 |
16.9 |
|
|||
|
No priority |
2.4 |
3.0 |
3.8 |
3.8 |
4.8 |
3.9 |
6.7 |
4.3 |
4.3 |
4.1 |
5.3 |
5.9 |
|
|||
TABLE 21
HAVING A CAPACITY FOR
SELF-SUFFICIENCY
|
|
ENTERING FRESHMEN |
GRADUATING SENIORS |
|||||||||||||
|
|
1986 |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1991 |
|
|||
|
Top priority |
26.2% |
21.8% |
17.3% |
16.6% |
17.9% |
13.8% |
16.2% |
15.2% |
16.0% |
15.3% |
16.1% |
32.2% |
|
|||
|
High priority |
54.5 |
55.2 |
60.0 |
60.0 |
57.4 |
58.1 |
55.3 |
62.2 |
55.7 |
56.6 |
57.8 |
45.6 |
|
|||
|
Some priority |
16.8 |
18.4 |
20.4 |
19.9 |
20.5 |
24.6 |
24.1 |
19.4 |
24.7 |
26.2 |
22.0 |
16.9 |
|
|||
|
No priority |
2.5 |
4.6 |
2.2 |
3.4 |
4.2 |
3.4 |
4.4 |
3.2 | ||||||||