academic self-schemas

In this study, you will be asked to complete a series of online questionnaires. Responses to items in some sections of the questionnaires are necessary in order to complete the submission of this data to the study's database. If responses are accidentally or unintentionally omitted for such items, the survey program will automatically allow you to return to them at the end and enter a response. If at any time you have questions about your participation or about the questionnaires you are completing, please let the experimenter know. The experimenter encourages you to try your best to answer all the questions that you can, and requests that you think carefully about the questions that are being asked, answering them as truthfully as possible.
Please note that all of the information provided by you on this survey is completely confidential and will not be associated with your name or any other form of personal identification. Also, your participation is voluntary and can be terminated by you at any time. If you decide to end your participation, you are not obligated to provide any justification for this decision, but if you would like to, please do so.  Also, any survey information provided by you prior to withdrawing will not as yet have been saved and will be automatically deleted.
If this experiment takes longer than 30 minutes for you to complete, you will receive additional credit. You may begin whenever you are ready.

If you have no questions at this point, please begin.


page ... 1
Personal Characteristics:  Gender, Ethnic origin, and Age 
In order for your results to be received by the experimenters, responses must be given for all the items on this page.

Please enter today's Date:  dd/mm/yyyy
                                     

1) Your Gender (sex):

  female      male

2) Your ethnic or racial origin:

 
3) Your age in years:

 

Academic Year and Major Year and Degree Orientation
4) Your current college or university year (options are for undergraduates students only):

                                                                                                                                                            
5) In regard to a university major, please select one of the following options that is appropriate for you at this time:
                                                                                                                                                           

6) The pull down window below contains a listing of all majors offered at Radford University. It is a very long list. If you have not as yet chosen or declared a major, simply select the one that you feel is most likely, even if you are not seeking a degree. The list of majors is presented in the order of the colleges that offer them: first, the General Studies major; next, Arts & Sciences majors; then, Business & Economics; then, Education & Human Development; Health & Human Services; Visual & Performing Arts; and finally, Information Science & Technology majors. In selecting one of the majors options below, there will sometimes be a choice between the general major (eg. Biology) and a more specific concentration within that major (eg. Biotechology or Environmental Biology). In such cases, select the one that you know reflects your current choice. If you have not as yet made choice, select the one that you feel is most likely. Remember, the list is long but organized by the colleges abbreviations listed below. So, if you know your major, or likely major, is in a specific college, all of the majors for that college will collected together. UN=General Studies AS=Arts & Sciences BE=Business & Economics EH=Education & Human Development HH=Health & Human Services VP=Visual & Performing Arts IT=Information Science and Technology

 


page ... 2 

academic self-schemas  [Example Items 7-11]


Directions and Examples for Completing Part II Please Study the Following Directions and Examples before Continuing.
In order for your results to be received by the experimenters, responses must be given for all the items on this page.

A. In the following survey, there are two lists of numbered items. Some numbered items are words or phrases that may or may not be descriptive of yourself as you are now. For example:

7) Read phrase 1) below. Immediately after reading this phrase, click on the circular button of one of the terms immediately below 1) that most closely represents the extent to which phrase 1) is or is not you.

     1) Good at working with people in social situations is:

Not me  
Somewhat me  
Partially me  
Mostly me  
Definitely me  

8) Now, do the same for phrase 2)

     2) Good at working with difficult concepts is:

Not me  
Somewhat me  
Partially me 
Mostly me  
Definitely me 

B. Other numbered items may be possible descriptions of yourself in the future rather than now; that is, a possible you or not a possible you, in your own view. Associated with each potentially self-descriptive phrase is a scale which allows you to indicate the extent to which you feel that phrase is a possible description of you. For example:

9) Read phrase 3) below. Immediately after reading it, click on the circular button of one the terms immediately below 3) that most closely represents the extent to which item 3) is or is not a possible you.

     3) Pursuing future studies that involve leadership and authority over other persons is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me  
Definitely a possible me

10) Now, do the same for phrase 4).

     4) Pursuing future studies that involve cooperatively working with people and relationships is:

Not a possible me  
Somewhat a possible me  
Partially a possible me  
Mostly a possible me  
Definitely a possible me  

11) In reviewing your selected responses for the four items above, notice that the order of the terms on each line proceeds from not to definitely. Furthermore, the middle terms in each series, such as partially me or partially a possible me always represent the mid-point between the terms above and below it. In order to continue, carefully read the directions for A of the L.A.S.S. Survey, Part II before continuing with your self-ratings.


     
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academic self-schemas [L.A.S.S. items 1a - 30a]


12) Part II, A [Lips Academic Self-view Survey] ©H. M. Lips, a1, 1995
Directions for Section A:
Immediately after reading each numbered item below, click the phrase button that most closely represents the extent to which the numbered item is or is not you. In order for your results to be received by the experimenters, responses must be given for all the items on this page.

13) 1. Good in artistic/creative work is:

Not me  
Somewhat me
Partially me 
Mostly me
Definitely me 

14) 2. Enjoy learning math is:

Not me  
Somewhat me
Partially me  
Mostly me  
Definitely me  
 

15) 3. Poor at writing papers is:

Not me  
Somewhat me
Partially me  
Mostly me 
Definitely me 

16) 4. Good with numbers is:

Not me  
Somewhat me
Partially me  
Mostly me 
Definitely me 

17) 5. Poor at abstract reasoning is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

18) 6. Dislike learning fine arts is:

Not me  
Somewhat me
Partially me  
Mostly me  
Definitely me

19) 7. Good at debating and arguing is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me  

20) 8. Poor with numbers is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

21) 9. Limited ability in using computers is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

22) 10. Poor in math is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

23) 11. Enjoy helping others is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

24) 12. Poor in science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

25) 13. Limited artistic ability is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

26) 14. Enjoy using math in science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

27) 15. Dislike learning math is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me

28) 16. Dislike writing papers is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

29) 17. Limited ability in writing is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

30) 18. Good at abstract reasoning is:

Not me  
Somewhat me 
Partially me
Mostly me  
Definitely me 

31) 19. Good in science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

32) 20. Enjoy learning science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

33) 21. Enjoy learning fine arts is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

34) 22. Dislike competing against others is:

Not me  
Somewhat me
Partially me
Mostly me
Definitely me

35) 23. Good at working with people is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

36) 24. Good at writing papers is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

37) 25. Poor in artistic/creative work is:

Not me  
Somewhat me
Partially me
Mostly me
Definitely me 

38) 26. Limited ability in math/science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

39) 27. Dislike learning science is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

40) 28. Enjoy competing against others is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

41) 29. Good in math is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

42) 30. Enjoy writing papers is:

Not me  
Somewhat me
Partially me
Mostly me  
Definitely me 

     
page ... 4 

academic self-schemas  [L.A.S.S. items 1b - 16b]


43) Part II, B [Lips Academic Self-view Survey cont.] ©H. M. Lips, a1, 1995
Directions for Section B:
Immediately after reading each numbered item below, click the phrase button below that item that most closely represents the extent to which pursuing further studies in that area is or is not a possible you.
In order for your results to be received by the experimenters, responses must be given for all the items on this page.

44) 1. Pursuing studies in: Physical sciences (e.g.. physics, astronomy, chemistry) is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me  
Definitely a possible me

45) 2. Pursuing studies in: Business (e.g. accounting, management, marketing, information systems) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me
 

46) 3. Pursuing studies in: Engineering (e.g. architecture, aeronautical, automotive, civil, electrical, mechanical, systems, others) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

47) 4. Pursuing studies in: Humanities (e.g.. liberal arts, literature, composition, history, languages, philosophy, religion) is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me
Definitely a possible me
 

48) 5. Pursuing studies in: Mathematics-Statistics (e.g. pure, applied, biometrics, econometrics) is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me  
Definitely a possible me

49) 6. Pursuing studies in: Life sciences (e.g. biology, physiology, neuroscience, veterinary medicine) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

50) 7. Pursuing studies in: Law, law-related areas (e.g. law, criminal justice, forensic-police science) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

51) 8. Pursuing studies in: Renewable resources (e.g. agriculture, farming, forestry, fisheries, livestock) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

52) 9. Pursuing studies in: Information Science & Technology (e.g. computer science, programming, networking, software engineering) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

53) 10. Pursuing studies in: Visual & Performing arts (e.g. art, dance, graphic arts, design, music, theater) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

54) 11. Pursuing studies in: Health sciences (e.g. medicine, nursing, nutrition, pharmacy, physiotherapy) is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me  
Definitely a possible me

55) 12. Pursuing studies in: Education (e.g. teaching, coaching, counseling, administration) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

56) 13. Pursuing studies in: Social sciences (e.g. anthropology, sociology, communication, media, political-science) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

57) 14. Pursuing studies in: Earth sciences (e.g. ecology, geology, geography, oceanography & weather) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

58) 15. Pursuing studies in: Ethnicity and Race (e.g. African American, Appalachian, Asian, Indigenous/Aboriginal, Latino/Hispanic, Others) is:

Not a possible me  
Somewhat a possible me
Partially a possible me  
Mostly a possible me  
Definitely a possible me

59) 16. Pursuing studies in: Psychological science (e.g. biological, clinical, cognitive, developmental, experimental, industrial-organizational, school, social) is:

Not a possible me  
Somewhat a possible me
Partially a possible me
Mostly a possible me  
Definitely a possible me

     
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academic self-schemas [social influence items 61-91]


We are interested in finding out how you have been influenced in your educational decision-making and career path by role models. A role model is someone to whom we look for a sense of possibility, inspiration, ideas, information, and/or encouragement in pursuing a particular goal: someone who is already successfully occupying a role we aspire to (or think we might possibly aspire to).
Seeing a role model occupying a certain position may suggest to us that we too could occupy such a position. For example, your favorite high school teacher might be a role model for you and inspire you to consider teaching as a career. One of your good friends might be a role model if she or he succeeded in gaining admission to law school, and you want to be a lawyer. A well-known musician you admire from a distance might be a role model for you if you are contemplating a career in music. Or a fictional hero or heroine you have encountered in a book or film might be a role model for a particular career. A role model might be a stranger, a family member, or an acquaintance. A role model can be younger than you or older. Many people have more than one role model.
Please share your own experiences of role models by selecting the most appropriate response to each of the numbered statements below. The table below indicates the range of choices available in selecting your responses:
 
1 2 3 4 5
strongly disagree disagree neither agree
nor disagree
agree strongly agree

In order for your results to be received by the experimenters, responses must be given for numbered items with an asterisk (*) on this page. Though responses to the numbered Please explain items are not required, please take the time to provide brief comments wherever you feel they would be important or helpful in understanding your responses.

*61) 1. I have, or have had, one or more role models in the education/career area of law or business.

62) Please explain (For example, Who? How?):

*63) 2. I have, or have had, one or more role models in the education/career area of the physical sciences (e.g. chemistry, physics), mathematics, or engineering.

64) Please explain (For example, Who? How?):

*65) 3. I have, or have had, one or more role models in the education/career area of the social sciences (e.g. sociology, anthropology), psychology, or education.

 

66) Please explain (For example, Who? How?):

*67) 4. I have, or have had, one or more role models in the education/career area of the fine arts, literature, or the humanities.

68) Please explain (For example, Who? How?):

*69) 5. I have, or have had, one or more role models who have been important in my decision to follow the career path I have chosen.

70) Please explain (For example, Who? How?):

*71) 6. I have actively searched for a role model.

 

72) Please explain (For example, How did you seek out this person?)

Additional Directions. If you have a particular role model who has influenced you in your educational decision-making or career path, to what extent do you agree that the following things were true with respect to that person:

73) 7. This person was like me in some way, so I could identify with her or him.

73) Please explain:

74) 8. By observing or interacting with this person, I was inspired to try to accomplish my career goals.

75) Please explain:

76) 9. This person directly provided me with support and/or encouragement in pursuing my goals.

77) Please explain:

78) 10. By observing or interacting with this person I discovered important information about how to achieve my goals.

79) Please explain:

80) 11. By observing or interacting with this person, I learned something about how to overcome obstacles and deal with difficulties.

81) Please explain:

82) 12. This person was someone in my peer group.

83) Please explain:

84) 13. This person was someone who had already achieved success in their career or profession.

85) Please explain:

86) 14. I have had direct contact with my role model (e.g. through one-on-one contact, meetings, etc.).

87) Please explain:

88) 15. I have had indirect contact with my role model (e.g. watching or reading about this person in the media).

89) Please explain:

90) Please tell us about the ways in which a role model has been important to you in your educational decision-making or choice of career path:

*91) Please rank the functions of a role model listed below in order of the most important to the least important by selecting one of the options within each drop down box below.

  In ranking the Importance of the  
Role model functions functions below use each only once Importance
Member of my peer group    1) Most
Observation/Interaction    2)
Support/Encouragement    3)  to
Examples of success or learning from mistakes    4)
Informational resources    5) Least

     
page ... 6 

academic self-schemas [social influences 92-131]


92) Most of us have thoughts about our abilities to carry out certain kinds of tasks. One way we think about possible occupations we could pursue is by estimating our ability to carry out the educational requirements or job duties for different occupations. This is what is called self-efficacy. For example, a student might rule out an occupation in mathematics because he/she doesn’t feel that their mathematical abilities are strong enough to work in that type of field. On the other hand, this same student estimates his or her writing abilities as strong and might consider working in an occupation within the field of English or Journalism. In other words, this student’s mathematical self-efficacy is low and this student’s writing self-efficacy is high. This scale is designed to assess self-efficacy across different careers.
                   Please read the following instructions carefully
There are two ratings tasks for each career listed on this questionnaire page.

The 1-10 rating scale, indicated below, enables you to rate the degree of confidence in your abilities to complete the educational requirements and the job duties for the listed occupations. You will be asked to select the most appropriate response among the 10 choices available for the boxes under each career:

 1   2   3   4   5       6   7   8   9   10 
completely
unsure
mostly
unsure
somewhat
unsure
a bit
unsure
maybe
unsure  sure
a bit
sure
somewhat
sure
mostly
sure
completely
sure

In order for your results to be received by the experimenters, responses must be selected for both types of ratings for all the career items on this page.

93) 1. Dentist a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

93) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Dentist

          

94) 2. Social Worker a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

95) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Social Worker

          

96) 3. Teacher, Elementary/Secondary a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

97) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Teacher, Elementary/Secondary

          

98) 4. Physician, General Practitioner a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

99) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Physician, General Practitioner

         

100) 5. Artist, Exhibit a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

101) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Artist, Exhibit

          

102) 6. Architect a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

103) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Architect

          

104) 7. Musician, Instrumental a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

105) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Musician, Instrumental

          

106) 8. Counselor, School/Vocational a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

107) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Counselor, School/Vocational

          

108) 9. Pharmacist a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

109) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Pharmacist

          

110) 10. Speech Pathologist a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

 

111) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Speech Pathologist

          

112) 11. Economist a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

113) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Economist

          

114) 12. Accountant a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

115) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Accountant

          

116) 13. Lawyer a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

117) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Lawyer

          

118) 14. Mechanical Engineer a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

119) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Mechanical Engineer

          

120) 15. Public Relations Specialist a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

121) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Public Relations Specialist

          

122) 16. Financial Planner a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

123) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Financial Planner

          

124) 17. Nurse a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

125) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Nurse

          

126) 18. Computer Programmer a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

127) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Computer Programmer

          

128) 19. Production Manager, Advertising a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

129) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Production Manager, Advertising

          

130) 20. Child Day Care Worker a.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the educational requirements for this occupation:

131) b.) Use the rating scale below to estimate the degree of confidence in your abilities to complete the job duties for this occupation: Child Day Care Worker

          

 
In order to have the information you've provided above recorded in this study's confidential database, please click the Submit button below after noting the following two points:

1) If there are any items required for submission that were overlooked or omitted,
                                    
a  Microsoft Internet Explorer
window
will appear after you click on Submit below. This window will list the first survey item necessary for submission that was either accidentally overlooked by you or intentionally omitted. For example, your may see a window resembling the following notice: 
  The first "lawbusrm_61" option is not a valid selection. Please choose one of the other options.
In most cases, the item enclosed in quotations marks above will have a number associated with its name that signals its position in the survey: In the above example, 61 refers to survey item *61). Its location name can be written down prior to clicking on and returning to the survey. If you need assistance in locating the item, please ask for help.  Once you have found the item, follow either a) or b):
a. If the listed item was simply overlooked, then you only need to enter your response.  After you have provided this response, scroll down to the end of the survey, and again click on Submit. If other items have been overlooked, this process will repeat. If all items required for submission are complete, this will result in point 2) below.
b. If any item listed in the above window was intentionally omitted by you and you do not wish to provide a response to this item, you may end your survey participation at this point by  simply exiting from the Internet Explorer browser. In closing your browser, all survey responses and information provided by you will be cleared, not saved. 

2) If there are no items required for submission that were missed or overlooked, or if you have returned to the survey and completed just the ones indicated as missing, then after clicking on Submit
                                a Confirmation of Completion page

will appear restating the overall purpose of this study and providing information for contacting the study's experimenters.  The appearance of this page also indicates that your survey information has been forwarded to a confidential data base for this study.