Gender

scale: male, female

For tables that are organized by each institutional study please see:

Age

scale: 16-18, 19-20, 21-22, 23-24, 25-34, 35-44, 45 and over

For tables that are organized by each institutional study please see:

Marital Status

scale: Single(never married), Married or living common-law, Separated widowed or divorced

For tables that are organized by each institutional study please see:

Where do you live?

scale: With parents or relatives, Apartment or house with other students, Apartment or house with non-students, Apartment or house alone, University residence

For tables that are organized by each institutional study please see:

To which ethnic or cultural group(s) do you (or your ancestors) belong?

scale: 0= not selected, 1=selected

For tables that include the list items below and are organized by each institutional study please see:

• English

• French

• Aboriginal

• East European

• Asian

• Other (please specify)

• Jewish

• Chinese

• Vietnamese

• Portuguese

• Spanish

• Greek

• Italian

• Caribbean

• African

• Micmac

• Middle Eastern

What language(s) did you learn in childhood and still understand?

scale: 0= not selected, 1=selected

For tables that include the list items below and are organized by each institutional study please see:

• English

• French

• Other (please specify)

• Chinese

• Greek

• Italian

• Portuguese

• Vietnamese

• Spanish

• Armenian

• Hebrew

• Slavic

• Arabic

Years at your institution

scale: 1, 2, 3, 4, 5, More than 5

For tables that are organized by each institutional study please see:

Program Year Level (all but Leonard)
Year of Program (a) Pre-University Program (Leonard)
Year of Program (b) Career Program (Leonard)

scale: 1st year, 2nd year, 3rd year, 4th year, 5th year
(a)1st year, 2nd year
(b)1st year, 2nd year, 3rd year

Program Year Level:
For tables that are organized by each institutional study please see:

Degree Program (B.A., B.Sc., etc.,)

scale: write-in

This item is only in 2001.
For tables that are organized by each institutional study please see:

Program (please mark the appropriate box and type (print) the name of the program below)

scale: honours, major, first minor (Compton 1998, Compton 2000, Compton 2001, Harrison 2001, Silverstone 2001)
honours, advanced major, major (Johnston 2001)
honours, specialization, major, first minor (Loyalist 1998)
bachelors, honours, combined honours, professional, five year coop, honours specialist, honours (complimentary studies). (Williamson 1999)

Program (please mark the appropriate box and type (print) the name of the program below)
Department School or Program(s)- write in all that apply (Williamson 1999)

scale: write-in for the above item.

Pre-University Program

scale: Commerce, Liberal Arts, Science, Explorations, Literature and Languages, Social Science, Communications, Music

Program (please mark the appropriate box and type (print) the name of the program below)

scale: second major, minor(Compton 1998, Loyalist 1998, Compton 2000, Compton 2001, Harrison 2001, Silverstone 2001)
joint major, minor subject(Johnston 2001)

Program (please mark the appropriate box and type (print) the name of the program below)

scale: write-in for the above item.

Career Program

scale: Architectural Technology, Business Administration, Natural Science Technology, Office Systems Technology, Building Systems Engineering Technology, Computer Science Technology, Early Childhood Education, Respiratory and Anaesthesia Technology, Digital Systems, Explorations, Special Care Counseling, Industrial Electronics, Nursing, Applied Ecology, Animal Health Technology, Document Design and Digital Systems Technology, Computer and Digital Systems Technology

Program (please mark the appropriate box and type (print) the name of the program below)

scale:another minor (if applicable)(Compton 1998, Compton 2000, Compton 2001, Harrison 2001, Silverstone 2001, Johnston 2001)

Program (please mark the appropriate box and type (print) the name of the program below)

scale:write-in for the above item.

What has been your cumulative GPA?

scale: up to 1.69(D's), 1.7 to 2.69(C's), 2.7 to 3.69(B's), 3.7 and over(A's) (Compton 1998, Loyalist 1998, Compton 2000, 2001)
below 50%, in the 50's, in the 60's, in the 70's, in the 80's, in the 90's (Leonard 1998, Leonard 2000)
up to 59%(D's),60% to 69%(C's), 70% to 79%(B's), 80% and over(A's) (Williamson 1999)

For tables that are organized by each institutional study please see:

Do you have a government student loan?

scale: Yes, No

For tables that are organized by each institutional study please see:

What will be your total estimated education related debt by the time you complete your present program?

scale: none, $5000, $10000, $15000, $20000, $25000, $30000, more than $30000

For tables that are organized by each institutional study please see:

What is the highest level of education completed by your mother(or guardian)?

scale before 2001: no formal schooling, elementary/some secondary, completed secondary, Technical/trades training, Community College, Some university (no degree), Nursing/Teacher's college,Bachelor's degree, Some graduate school, Graduate degree.
scale in 2001: up to some secondary (high) school, completed secondary (high) school, some college or formal technical training, completed college or equivalent, some university- no degree completed, Bachelor's degree (general or honours BA, B.Sc., B.Ed.), Bachelor's degree plus additional formal training, Graduate degree (L.L.B., MA, MD, Ph.D.)

For tables that are organized by each institutional study please see:

What is the highest level of education completed by your father(or guardian)?

scale before 2001: no formal schooling, elementary/some secondary, completed secondary, Technical/trades training, Community College, Some university (no degree), Nursing/Teacher's college,Bachelor's degree, Some graduate school, Graduate degree.
scale in 2001: up to some secondary (high) school, completed secondary (high) school, some college or formal technical training, completed college or equivalent, some university- no degree completed, Bachelor's degree (general or honours BA, B.Sc., B.Ed.), Bachelor's degree plus additional formal training, Graduate degree (L.L.B., MA, MD, Ph.D.)

For tables that are organized by each institutional study please see:

Please indicate the extent that you agree or disagree with the following statements about university life.

scale: Strongly disagree, Disagree, No opinion, Agree, Strongly Agree

This item is only in 2001.
For tables that include the list items below and are organized by each institutional study please see:

• Most university courses should be directly linked to employment skills and qualifications

• I'm more interested in the qualifications I'll get than in the courses I'm taking

• I'm more interested in the experience of university than in the qualifications I will receive

• I would still go to university even if it made no difference for employment or income

• I am more interested in the social aspects of university than in the program I am taking

• The university experience should encourage social and political responsibility and activism

• I am interested in intellectual topics but not necessarily in the way they are considered at university

• I am interested in intellectual topics in the way they are considered at university

During a typical week while at university how much time do you spend on the following?

scale:none, 1-5 hrs, 6-10 hrs, 11-15 hrs, 16-20 hrs, 21-25 hrs, over 25 hours

This item is only in 2001.
For tables that include the list items below and are organized by each institutional study please see:

• attending class

• studying or assignments

• varsity sports

• intramural sports

• exercising or non-team recreational sports

• private reading and intellectual life (not coursework)

• talking with other students on intellectual topics (not coursework)

• socializing with friends

• partying

• working for pay

• volunteer work

• student clubs or groups

• my private life outside of university

To what extent do you agree with the following statements?

scale: Strongly disagree, Disagree, No opinion, Agree, Strongly agree

For tables that include the list items below and are organized by each institutional study please see:

• I prefer to work by myself on assignments in my courses

• I very seldom am excited about material covered in the course

• Working with other students on class activities is something I enjoy doing

• I rely on my teachers to tell me what is important for me to learn

• It is necessary to compete with other students to get a good grade

• I try to participate as much as I can in all aspects of a course

• I study what is important to me and not necessarily what the instructor says is important

• I study just hard enough to get by

• I like to study for tests with other students

• I prefer class sessions that are highly organized

• To get ahead in class, it is necessary to step on the toes of other students

• I do all course assignments well whether or not I think they are interesting

• I think an important part of classes is to learn how to get along with other people

• I find the ideas of other students relatively useful for helping me to understand the course material

• I accept the structure a teacher sets for a course

• before working on a class project, I try to get the approval of the instructor

• I am eager to learn about areas covered in class

• I try to spend as little time as possible on a course outside of class.

Approaches to Studying. Please answer each item in the table below quickly by giving your immediate response. Indicate the answer that most closely matches your general approach to studying

scale: strongly agree, generally agree, undecided, generally disagree, strongly disagree.

• I find it easy to organize my time effectively

• I like to be told precisely what to do in essays or other set work

• It's important to me to do really well in the courses here

• I usually set out to understand thoroughly the meaning of what I am asked to read

• When I am reading, I try to memorize important facts which may come in useful later

• When I am doing a piece of work, I try to bear in mind exactly what that particular professor seems to want

• My main reason for being here is so that I can learn more about the subjects which really interest me

• I'm more interested in the qualifications I'll get than in the courses I'm taking

• I'm usually prompt in starting work in the evenings

• I generally put a lot of effort into trying to understand things which initially seem difficult

• Often I find I have to read things without having a chance to really understand them

• If conditions aren't right for me to study, i generally manage to do something to change them

• Ioften find myself questioning things I hear in class or read in books

• I tend to read very little beyond what's required for completing assignments

• It's important to me to do things better than my friends, if I possibly can

• I spend a good deal of my spare time in finding out more about interesting topics which have been discussed in class

• I find academic topics so interesting I would like to continue with them after I finish university

• I find I have to concentrate on memorizing a good deal of what we have to learn