3 freshman attitudes that may limit academic engagement

In our just-released 2011 National Freshman Attitudes Report, we highlight key attitudes held by incoming freshmen—particularly first-generation college-goers—that may have a marked impact on academic engagement.

Perhaps most troubling was the proportion of freshmen who voiced apprehensions about their academic preparation for college. Nearly half of all first-generation freshmen and more than four out of every ten non-first-generation freshmen noted “Math has always been an area of challenge for me.” Many freshmen also expressed doubts about their knowledge of science and their ability to write a well-organized paper.

In a separate finding, one-third of freshmen reported that they have irregular study habits, a serious red flag for campuses, as these students may lack the discipline needed to succeed in their studies.

Also significant was the attitude of these students toward reading. Regardless of major, reading is a key component of the college experience. Yet 40 percent of freshmen agreed that “Books have never gotten me very excited.” That lack of enthusiasm could impair their abilities to excel in their classes and make progress toward their educational goals.

These findings emphasize the importance of early, proactive academic interventions. By identifying these issues in their own incoming freshmen, campuses can take the appropriate steps to intervene with students, work at changing these attitudes, and engage students more directly with their course work and proactive support services.