1. I see college as a 'necessary evil'-it's the price I have to pay to find a good job.
2. Many of my college courses are a waste of time for me.
3. I would like to deepen my intellectual pursuits after graduation.
4. I don't like taking courses that are not directly related to my goals after college.
5. I enjoy researching new topics and solving intellectual problems.
6. I prefer courses offering practical skills over 'liberal arts' kinds of courses.
7. I would rather just pay money for a diploma than have to take so many useless courses.
8. It is always worthwhile to study subjects like philosophy, history, and educational theory.
9. A big reason I'm in college is that I value learning for its own sake.
10. Some college professors are alright, but as a whole I don't care much for them.
11. I enjoy courses that require research, writing, and critical evaluation.
12. Learning a lot of theories is fine for some people, but I'd rather just go out and do things.
13. Some professors are too 'intellectual' and often bore me with their abstractions.
14. The main problems in life require clear and direct answers, not intellectual theorizing.
15. Requirements to take humanities and liberal arts courses should be reduced or eliminated.
16. Generally speaking, professors need to be more interesting.
17. I prefer classes where thought-provoking issues are discussed with the professor.
18. I prefer classes without a lot of critical thinking or analytic activities.
19. I become bored in my classes when discussions seem to get too abstract and hypothetical.
20. Overall, I find my college courses stimulating and rewarding.
21. I pay tuition and feel it is the professor's job to give me what I need to graduate.
22. I often feel angry toward many of my professors.
23. I appreciate a teacher's depth of knowledge more than how entertaining they are.
24. I am not interested in hearing students and the professor discuss philosophical issues.
25. I'm in a hurry to get my education over with.

From Eigenberger, M.E. and Sealander, K.A. Psychological Reports 89,387-402 (2001)