Record ID
During current school year, how often has R asked questions in class or contributed to class discussions
During current school year, how often has R made a class presentation
During current school year, how often has R prepared two or more drafts of a paper or assignment before turning it in
During current school year, how often has R worked on a paper or project that required integrating ideas or information from various sources
During current school year, how often has R included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments
During current school year, how often has R come to class without completing readings or assignments
Class unprepared T2 reverse-coded
During current school year, how often has R worked with other students on projects during class
During current school year, how often has R worked with classmates outside of class to prepare class assignments
During current school year, how often has R put together ideas or concepts from different courses when completing assignments or during class discussions
During current school year, how often has R tutored or taught other students (paid or voluntary)
During current school year, how often has R participated in a community-based project (e.g., service learning) as part of a regular course
During current school year, how often has R used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment
During current school year, how often has R used e-mail to communicate with an instructor
During current school year, how often has R discussed grades or assignments with an instructor
During current school year, how often has R talked about career plans with a faculty member or advisor
During current school year, how often has R discussed ideas from readings or classes with faculty members outside of class
During current school year, how often has R received prompt written or oral feedback from faculty on academic performance
During current school year, how often has R worked harder than R thought he/she could to meet an instructor
During current school year, how often has R worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.)
During current school year, how often has R discussed ideas from readings or classes with others outside of class (students, family members, co-workers, etc.)
During current school year, how often has R had serious conversations with students of a different race or ethnicity than R
During current school year, how often has R had serious conversations with students who are very different from R in terms of their religious beliefs, political opinions, or personal values
Time R spent memorizing facts, ideas, or methods from courses and reading to repeat in same form
Time R spent analyzing basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components
Time R spent synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships
Time R spent making judgements about value of information, arguments, or methods, such as examining how others gather or interpret data and assessing soundness of conclusions
Time R spent applying theories or concepts to practical problems or in new situations
Number of assigned textbooks, books, or book-lenght course packs R read
Number of books R read on own for personal enjoyment or academic enrichment
Number of written papers or reports of 20 pages or more R wrote
Number of written papers or reports between 5 and 19 pages R wrote
Number of written papers or reports fewer than 5 pages R wrote
Number of problem sets that takes R more than an hour to complete
Number of problem sets that takes R less than an hour to complete
Extent to which exams challenged R to do his/her best work
How often R attended art exhibit, gallery, play, dance, or other theatre performance
How often R exercised or participated in physical fitness activities
How often R participated in activities to enhance spirituality
How often R examined strengths and weaknesses of own views on a topic or issue
How often R tried to better understand someone else
How often R learned something that changed the way R understands an issue or concept
R has done, or plans to do, a practicum, internship, field experience, co-op experience, or clinical assignment before graduation
R has done community service or volunteer work (or plans to before graduation)
R has participated in a learning community or formal program with students taking two or more classes together (or plans to before graduation)
R has worked on a research project with a faculty member outside of course or program requirements (or plans to before graduation)
R has done foreign language coursework (or plans to before graduation)
R has done study abroad (or plans to before graduation)
R has done independent study or a self-designed major (or plans to before graduation)
R has had a culminating senior experience (or plans to before graduation)
R's quality of relationships with other students
R's quality of relationships with faculty
R's quality of relationships with administrative personnel and offices
Number of hours per week R spends preparing for class
Number of hours per week R spends working for pay on campus
Number of hours per week R spends working for pay off campus
Number of hours per week R spends participating in co-curricular activities
Number of hours per week R spends relaxing and socializing
Number of hours per week R spends providing care for dependents living with R
Number of hours per week R spends commuting to class
Extent to which R's institution emphasizes spending significant amounts of time studying and on academic work
Extent to which R's institution emphasizes providing the support you need to help you succeed academically
Extent to which R's institution emphasizes encouraging contact among students from different economic, social, and racial or ethnic backgrounds
Extent to which R's institution emphasizes helping R cope with your non-academic responsibilities (work, family, etc.)
Extent to which R's institution emphasizes providing support R needs to thrive socially
Extent to which R's institution emphasizes attending campus events and activities
Extent to which R's institution emphasizes using computers for academic work
Extent to which R's institution contributes to knowledge, skills and personal development in terms of developing a broad general education
Extent to which R's institution contributes to knowledge, skills and personal development in terms of acquiring job or work-related knowledge and skills
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Writing clearly and effectively
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Speaking clearly and effectively
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Thinking critically and analytically
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Analyzing quantitative problems
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Using computing and information technology
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Working effectively with others
Extent to which R's institution contributes to knowledge, skills and personal development in terms ofVoting in local, state, or national elections
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Learning effectively on your own
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Understanding yourself
Extent to which R's institution contributes to knowledge, skills and personal development in terms ofUnderstanding people of other racial and ethnic backgrounds
Extent to which R's institution contributes to knowledge, skills and personal development in terms of Solving complex real-world problems
Extent to which R's institution contributes to knowledge, skills and personal development in terms ofDeveloping a personal code of values and ethics
Extent to which R's institution contributes to knowledge, skills and personal development in terms ofContributing to the welfare of your community
Extent to which R's institution contributes to knowledge, skills and personal development in terms ofDeveloping a deepened sense of spirituality
Overall, how would you evaluate the quality of academic advising you have received at your institution?
How would you evaluate your entire educational experience at this institution?
If you could start over again, would you go to the SAME INSTITUTION you are now attending?
Write in your year of birth: 19__
Student reported: Your sex
Male dummy T2
International Student dummy T2
What is your racial or ethnic identification? (Mark only one.)
Student reported: What is your current classification in college?
Did you begin college at your current institution or elsewhere?
Also attended: Vocational or technical school
Also attended: Community or junior college
Also attended: 4-year college other than this one
Also attended: None
Also attended: Other
R is a full-time student T2
R is a member of a greek organization
On what team(s) are you an athlete (e.g., football, swimming)? (Write-in)
What have most of your grades been up to now at this institution?
Which of the following best describes where you are living now while attending college?
Rs fathers educational level
Rs mothers educational level
Rs primary or expected primary major
Rs primary major: double major
Rs secondary major: double major
MGUDS Diversity of Contact T2 mean-based scale - includes 5 items
MGUDS Relativistic Appreciation T2 mean-based scale - includes 5 items
MGUDS Comfort with Diversity T2 mean-based scale - includes 5 items
MGUDS total T2 mean-based scale - includes 15 items
SRLSR2 Consciousness of Self mean-based scale T2 includes 9 items
SRLS-R2 Congruence mean-based scale T2 - includes 7 items
SRLS-R2 Commitment mean-based scale T2 - includes 6 items
SRLS-R2 Collaboration mean-based scale T2 - includes 8 items
SRLS-R2 Common Purpose mean-based scale T2 - includes 9 items
SRLS-R2 Controversy with Civility mean-based scale T2 - includes 11 items
SRLS-R2 Citizenship mean-based scale T2 - includes 8 items
SRLS-R2 Change mean-based scale T2 - includes 10 items
Ryff Autonomy mean-based scale T2 - combines 9 items
Ryff Environmental Mastery mean-based scale T2 - combines 9 items
Ryff Personal Growth mean-based scale T2 - combines 9 items
Ryff Positive Relations with Others mean-based scale T2 - combines 9 items
Ryff Purpose in Life mean-based scale T2 - combines 9 items
Ryff Self Acceptance mean-based scale T2 - combines 9 items
Need for Cognition mean-based scale T2 - combines 18 items
Represents the degree to which respondents gave their best effort
CAAP Critical Thinking Local Norms T2
CAAP Critical Thinking National Norms T2
CAAP Critical Thinking Scaled scores T2
Post Conventional score T2
N2 score - new index of Pscore - T2
Personal interest score T2
Maintain norms score T2
Utilizer score
Humanitarian Liberalism score
Antisocial score
Number of cannot decide choices
Religious Orthodoxy score
Consolidation Transition score
Subjects failing reliability check
Rs Highest Intended Academic Degree
Number of courses taken or taking in math during this academic year
Number of courses taken or taking in Math
Number of courses taken or taking in natural sciences during this academic year
Number of courses taken or taking in social sciences during this academic year
Number of courses taken or taking in health during this academic year
Number of courses taken or taking in business during this academic year
Number of courses taken or taking in education during this academic year
Number of courses taken or taking in engineering during this academic year
Number of courses taken or taking in other area during this academic year
R has received loan financial aid
No info on if R has a loan
R has received scholarship or grant financial aid
No info on if R has a scholarship or grant
R has received work study financial aid
No info on if R has work study
R has participated in a living-learning community where residence was connected to an academic program
R participated in a learning community where a group of students took two or more classes together
R held a leadership position in a student club, campus organization, residence hall, or fraternity/sorority
R has been a member of an honors college or honors program at this college
R has served as a resident assistant/advisor at this college
R has served as a peer educator in a non-academic area at this college
R has served as a student orientation leader at this college
R has not participated in a leadership-training program at this college
R has participated in a seminar designed specifically for first-year students at this college
R has been a member of a religious congregation or group at this college
R has discussed a personal problem or concern with a faculty member at this college
How often R attended a debate or lecture on a current political/social issue during this academic year
How often R participated in intramural sports during this academic year
How often R participated in a racial or cultural awareness workshop during this academic year
How often R participated in activities that helped explore career options during this academic year
Number of courses focusing on diverse cultures and perspectives R has taken during this academic year
Number of courses focusing on women’s/gender studies R has taken during this academic year
Number of courses focusing on issues of equality and/or social justice R has taken during this academic year
Number of courses taught by more than one instructor, each from a different department, R has taken during this academic year
Number of student clubs or campus organizations R has participated in during this academic year
The extent R agrees that non-classroom interactions with faculty have had a positive influence on personal growth, values, and attitudes
The extent R agrees that non-classroom interactions with faculty have had a positive influence on intellectual growth and interest in ideas
The extent R agrees that non-classroom interactions with faculty have had a positive influence on career goals and aspirations
The extent R agrees that since coming to this institution, R has developed a close, personal relationship with at least one faculty member
The extent R agrees that R is satisfied with the opportunities to meet and interact informally with faculty members
Most faculty with whom R had contact are genuinely interested in students
Most faculty with whom R had contact are interested in helping students grow in more than just academic areas
Most faculty with whom R had contact are outstanding teachers
Most faculty with whom R had contact are genuinely interested in teaching
Most faculty with whom R had contact are willing to spend time outside of class to discuss issues of interest and importance to students
How often faculty informed R of level of performance in a timely manner
How often faculty checked to see if R had learned the material well before going on to new material
How often faculty asked challenging questions in class
How often faculty asked R to show how a particular course concept could be applied to an actual problem or situation
How often faculty asked R to point out any fallacies in basic ideas, principles, or points of view presented in the course
How often faculty asked R to argue for or against a particular point of view
How often faculty challenged Rs ideas in class
How often students challenged each others ideas in class
Frequency that faculty gave clear explanations
Frequency that faculty made good use of examples and illustrations to explain difficult points
Frequency that faculty effectively reviewed and summarized the material
Frequency that faculty interpreted abstract ideas and theories clearly
Frequency that faculty gave assignments that helped in learning the course material
Frequency that the presentation of material was well organized
Frequency that faculty were well prepared for class
Frequency that class time was used effectively
Frequency that course goals and requirements were clearly explained
Frequency that faculty had a good command of what they were teaching
The extent R agrees that courses have helped R understand the historical, political, and social connections of past events
The extent R agrees that courses have helped R see the connections between intended career and how it affects society
The extent R agrees that out-of-class experiences have helped R connect what was learned in the classroom with life events
The extent R agrees that out-of-class experiences have helped R translate knowledge and understanding from the classroom into action
The extent R agrees that out-of-class experiences have had a positive influence on Rs intellectual growth and interest in ideas
The extent R agrees that out-of-class experiences have had a positive influence on Rs personal growth, attitudes, and values
How often exams or assignments required R to write essays
How often exams or assignments required R to solve problems
How often exams or assignments required R to use course content to address a problem not presented in the course
How often exams or assignments required R to compare or contrast topics or ideas from a course
How often exams or assignments required R to point out the strengths and weaknesses of a particular argument or point of view
How often exams or assignments required R to argue for or against a particular point of view and defend an argument
R has developed close personal relationships with other students
The student friendships R has developed at this institution have been personally satisfying
Interpersonal relationships with other students have had a positive influence on Rs personal growth, attitudes, and values
Interpersonal relationships with other students have had a positive influence on Rs intellectual growth and interest in ideas
It has been difficult for R to meet and make friends with other students
Few of the students R knows would be willing to listen to and help R with a personal problem
Most students at this institution have values and attitudes different from R
It has been difficult for R to meet and make friends with other students- T2 reverse coded
Few of the students R knows would be willing to listen to and help R with a personal problem- T2 reverse coded
Most students at this institution have values and attitudes different from R- T2 reverse coded
How often R had discussions regarding inter-group relations with diverse students while attending this college
How often R had meaningful and honest discussions about issues related to social justice with diverse students while attending this college
How often R shared personal feelings and problems with diverse students while attending this college
How often R had guarded, cautious interactions with diverse students while attending this college
How often R felt silenced by prejudice and discrimination from sharing personal experiences with diverse students while attending this college
How often R had hurtful, unresolved interactions with diverse students while attending this college
How often R had tense, somewhat hostile interactions with diverse students while attending this college
How often R felt insulted or threatened based on race, national origin, values, or religion with diverse students while attending this college
Diversity interaction - cautious T2 reverse-coded
Diversity interaction - silenced by prejudice and discrimination T2 reverse-coded
Diversity interaction - hurt unresolved interactions T2 reverse-coded
Diversity interaction -hostile interactions T2 reverse-coded
Diversity interaction - felt insult or threatened T2 reverse-coded
In Rs classes, students taught each other in addition to faculty teaching
Faculty encouraged R to participate in study groups outside of class
R participated in one or more study group(s) outside of class
How often R discussed a personal problem or concern with student affairs professionals
How often R had serious discussions with staff whose political, social, or religious opinions were different from own
How often R worked on out-of-class activities (e.g., committees, orientation, student life activities) with student affairs professionals
How often R talked about career plans with student affairs professionals
How often R discussed ideas from readings or classes with student affairs professionals
How often R discussed grades or assignments with student affairs professionals
How important to you personally is becoming accomplished in one of the performing arts
How important to R personally is obtaining recognition from Rs colleagues for contributions to Rs field of expertise
How important to R personally is influencing social values
How important to R personally is influencing the political structure
How important to R personally is raising a family
How important to R personally is having administrative responsibility for the work of others
How important to R personally is helping others who are in difficulty
How important to R personally is making a theoretical contribution to science
How important to R personally is writing original works (poems, novels, short stories, etc.)
How important to R personally is creating artistic work (painting, sculpture, film, etc.)
How important to R personally is becoming successful in a buSIIIness of Rs own
How important to R personally is becoming involved in activities that preserve and enrich the environment
How important to R personally is developing a meaningful philosophy of life
How important to R personally is volunteering in my community
How important to R personally is helping to promote racial understanding
How important to R personally is keeping up to date with political affairs
How important to R personally is becoming a community leader
How important to R personally is integrating spirituality into Rs life
How important to R personally is improving Rs understanding of other countries and cultures
How important to R personally is working to find a cure for a disease or illness
How important to R personally is making a lot of money
How important to R personally is working in a prestigious occupation
How important to R personally is becoming passionate about or committed to Rs occupation
Mean-based scale of Rs personal importance of contribution to the arts at T2 - 3 items
Mean-based scale of Rs personal importance of being politically and socially involved in community at T2 - 11 items
Mean-based scale of Rs personal importance of achieving professional/career success at T2 - 5 items
Mean-based scale of Rs personal importance of contributing to science at T2 - 2 items
The extent to which R enjoys having discussions with people whose ideas and values are different from Rs own
The extent to which R agrees that the real value of a college education lies in being introduced to different values
The extent to R enjoys talking with people who have values different from theirs because it helps better understand self and values
The extent to which R believes that earning about people from different cultures is a very important part of Rs college education
The extent to which R enjoys taking courses that challenge Rs beliefs and values
The extent to which courses R enjoys most are those that make me think about things from a different perspective
The extent to which R believes contact with individuals whose backgrounds (e.g., race, national origin, sexual orientation) are different from Rs own is an essential part of Rs college education
Mean-based scale of Rs openness to diversity/challenge from T2 - 7 items
The extent to which R is willing to work hard in a course to learn the material even if it won
The extent to which R does well on a test because R is well prepared not because the test is easy
The extent to which in high school R frequently did more reading in a class than was required Simply because it interested R
The extent to which in high school R frequently talked to teachers outside of class about ideas presented during class
The extent to which getting the best grades R can is very important to R
The extent to which R enjoys the challenge of learning complicated new material
The extent to which R agrees that academic experiences (i.e., courses, labs, studying, discussions with faculty) will be the most important part of college
The extent to which R agrees that academic experiences (i.e., courses, labs, studying, discusSIIIons with faculty) will be the most enjoyable part of college
Mean-based scale of Rs academic motivation from T2 - 8 items
The extent to which R agrees that he/she enjoys reading poetry and literature
The extent to which R agrees that he/she enjoys reading about science
The extent to which R agrees that he/she enjoys reading about history
The extent to which R agrees that he/she enjoys expresSIIIng ideas in writing
The extent to which R agrees that after writing about something, he/she sees that subject differently
The extent to which R agrees that if he/she has something good to read, R is never bored
Mean-based scale of Rs positive attitude toward literacy from T2 - 6 items
How often R encounters diverse perspectives outside the classroom
How often R made FriendsWithStudRaceDiffThanOwn
How often R made friends with a student from another country
How often R had serious discussions with other students about different lifestyles and customs
How often R Had serious discussions with other students about major social issues such as racial diversity, human rights, equality, or justice
How often R had serious discussions with faculty whose political, social, or religious opinions were different from Rsown
Rs political views
How R rates his/her overall health
How frequently R engages in aerobic exercise
HlthAlcoholCollegeT2
HlthAlcoholBingeCollegeT2
How many cigarettes R smokes a day
How often R feels sleep deprived
Good Practice mean-based scale - Meaningful discussions with diverse peers T2, includes 3 items
Good Practice mean-based scale - Faculty interest in teaching and student development T2, includes 5 items
Good Practice mean-based scale - Teaching clarity and organization T2, includes 10 items
Good Practice mean-based scale - Cooperative learning T2, includes 4 items
Good Practice mean-based scale - Prompt feedback T2, includes 3 items
Good Practice mean-based scale - Diversity experiences T2, includes 6 items
Good Practice mean-based scale - Integrating ideas, information, and experiences T2, includes 9 items
Good Practice mean-based scale - Quality of nonclassroom interactions with faculty T2, includes 5 items
Good Practice mean-based scale - Frequency of interactions with faculty T2, includes 4 items
‘Good Practice mean-based scale - Avoiding negative diversity experiences T2, includes 5 items
Good Practice mean-based scale - Negative diversity experiences T2, includes 5 items
Good Practice mean-based scale - Frequency of interactions with student affairs staff T2, includes 5 items
Good Practice mean-based scale - Course-related diversity experiences T2, includes 3 items
Good Practice mean-based scale - Degree of positive peer interactions T2, includes 8 items
Good Practice mean-based scale - Challenging classes and high faculty expectations faculty T2, includes 6 items
Good Practice item - Co-curricular involvement T2
Good Practice mean-based scale - Academic challenge and effort T2, includes 11 items
Good Practice mean-based scale - Frequency of higher-order exams and assignments T2, includes 5 items
MegaGP mean-based scale - Good teaching and high quality interactions with faculty T2, includes 23 items
MegaGP mean-based scale - Cooperative learning and frequency of interactions with faculty, staff T2, includes 13 items
Mega GP mean-based scale - Frequency of interactions with faculty, staff T2, includes 9 items
Mega GP mean-based scale - Academic challenge and high expectations T2, includes 31 items
Mega GP mean-based scale - Diversity experiences T2, includes 9 items
Mega GP mean-based scale - Interactions with peers T2, includes 9 items
Research Univ - Inst type dummy
Liberal Arts College - Inst type dummy
Regional university - Inst type dummy
Community College - Inst type dummy
Assessment group
Mode of registration
Sex designation from School File
SAT verbal scores within range
SAT math scores within range
Total School File SAT within range
COMPASS writing scores within range
COMPASS reading scores within range
COMPASS composite for those scores within range
Converted COMPASS composite to ACT composite
Converted School File SAT Total score to ACT composite
Age 9-1-2006, computed by ACT from school file data
Male
Rs Race
Rs Number of Siblings
Rs number of dependents
Rs Disability Status (Deaf)
Rs Disability Status (Blind)
Rs Disability Status (Speech)
Rs Disability Status (Mobility)
Rs Disability Status (Learning)
Rs Disability Status (Other)
R has Disability
English is Rs native language
Rs Mothers Educational Attainment
Rs Fathers Educational Attainment
The average of parents education at T1
Rs report of parents income
Rs Income
Rs self-report High School GPA
Rs self-report SAT Verbal Score
Rs self-report SAT Math Score
Rs self-report SAT Combined score
Converted Self-reported SAT Total score to ACT composite
Common metric of Precollege academic ability with imputations
School file of common metric of precollege academic ability, no imputations
Racial Composition of Rs High School
Rs Intended College Major
Rs college choice
Number of credits R transferred to institution
Institutional type from which R transferred courses
Rs mean-based responses of high school involvement - 7 items
Rs High School Involvement (during last year only) Study by self
Rs High School Involvement (during last year only) Study with friend
Rs High School Involvement (during last year only) Socialize with friends
Rs High School Involvement (during last year only) Talk with teachers outside class
Rs High School Involvement (during last year only) Work for pay
Rs High School Involvement (during last year only) Community Service/Volunteer
Rs High School Involvement (during last year only) Extracurricular Activities
Rs High School Involvement (during last year only) Use internet for homework/research
Rs High School Involvement (during last year only) Read for pleasure
Rs High School Involvement (during last year only) Use library for research or homework
Rs High School Involvement (during last year only) Use computer for recreation
Rs High School Involvement (during last year only) Exercise
Rs Current citizenship status
Mean-based scale of Rs personal importance of contribution to the arts at T1 - 3 items
Mean-based scale of Rs personal importance of being politically and socially involved in community at T1 - 11 items
Mean-based scale of Rs personal importance of achieving professional/career success at T1 - 5 items
Mean-based scale of Rs personal importance of contributing to science at T1 - 2 items
How important to R personally is Obtaining recognition from Rs colleagues for contributions to Rs field of expertise
How important to R personally is Influencing social values
How important to R personally is Raising a family
How important to R personally is Having administrative responsibility for the work of others
How important to R personally is Helping others who are in difficulty
How important to R personally is Making a theoretical contribution to science
How important to R personally is Writing original works (poems, novels, short stories, etc.)
How important to R personally is Creating artistic work (painting, sculpture, film, etc.)
How important to R personally is Becoming successful in a business of Rs own
How important to R personally is Becoming involved in activities that preserve and enrich the environment
How important to R personally is Developing a meaningful philosophy of life
How important to R personally is Volunteering in my community
How important to R personally is Helping to promote racial understanding
How important to R personally is Keeping up to date with political affairs
How important to R personally is Becoming a community leader
How important to R personally is Integrating spirituality into Rs life
How important to R personally is Improving Rs understanding of other countries and cultures
How important to R personally is Working to find a cure for a disease or illness
How important to R personally is Making a lot of money
How important to R personally is Working in a prestigious occupation
How important to R personally is Becoming passionate about or committed to Rs occupation
Mean-based scale of Rs academic motivation from T1 - 8 items
The extent to which in high school R frequently did more reading in a class than was required simply because it interested R
The extent to which R agrees that academic experiences (i.e., courses, labs, studying, discussions with faculty) will be the most enjoyable part of college
Mean-based scale of Rs openness to diversity/challenge from T1 - 7 items
Mean-based scale of Rs positive attitude toward literacy from T1 - 6 items
The extent to which R agrees that he/she enjoys expressing ideas in writing
In a typical week of the last year of high school, how often R consumed alcoholic beverages
In a typical week of the last year of high school, how often R consumed 5 or more drinks in one sitting
R does not smoke cigarettes
R smokes one pack or less per day
R smokes between one and two packs of cigarettes per day
R smokes more than two packs of cigarettes per day
Ryff Autonomy Scale T1 mean-based - combines 9 items
Ryff Environmental Mastery Scale T1 mean-based - combines 9 items
Ryff Personal Growth Scale T1 mean-based - combines 9 items
Ryff Positive Relations with Others Scale T1 mean-based - combines 9 items
Ryff Purpose in Life Scale T1 mean-based - combines 9 items
Ryff Self Acceptance Scale T1 mean-based - combines 9 items
SRLS-R2 Citizenship T1 mean-based scale - includes 8 items
SRLS-R2 Congruence T1 mean-based scale - includes 7 items
SRLS-R2 Commitment T1 mean-based scale - includes 6 items
SRLS-R2 Collaboration T1 mean-based scale - includes 8 items
SRLS-R2 Common Purpose T1 mean-based scale - includes 9 items
SRLS-R2 Controversy with Civility T1 mean-based scale - includes 11 items
SRLS-R2 Change T1 mean-based scale - includes 8 items
SRLS-R2 Consciousnessofself T1 mean-based scale - includes 9 items
Need for Cognition T1 mean-based scale - includes 18 items
MGUDS Diversity of Contact T1 mean-based scale - includes 5 items
MGUDS Relativistic Appreciation T1 mean-based scale - includes 5 items
MGUDS Comfort with Diversity T1 mean-based scale - includes 5 items
MGUDS total T1 mean-based scale - includes 15 items
CAAP Critical thinking scaled score from T1
CAAP Critical thinking locally normed scores from T1
Rs level of effort expended on CAAP Critical thinking test
CAAP Critical thinking nationally normed scores from T1
Post Conventional (P score)
Personal Interest (Stage 2/3)
Maintain Norms (Stage 4)
N2 Score
Subjects failing reliability checks
Religious Orthodoxy (proxy measure)
Humanitarian Liberalism
Consolidation Transition