Campus Grade Stereotype Perception Questionnaire
Please read each statement carefully and choose the option that best describes your situation.
1. Your grade A. Freshman B. Sophomore C. Junior D. Senior
2. Your major
3.?Your gender A. Male B. Female C. Other
4.?I form fixed views on the abilities and status of students at different stages based on their grade. A. 1 B. 2 C. 3 D. 4 E. 5
5.?I assume that freshmen are not sufficiently familiar with campus rules and major-related studies. A. 1 B. 2 C. 3 D. 4 E. 5
6.?I assume that sophomores have adapted to campus life and maintain a relatively stable study and life status. A. 1 B. 2 C. 3 D. 4 E. 5
7.?I assume that sophomores are in a "period of confusion" with unclear and definite plans for the future. A. 1 B. 2 C. 3 D. 4 E. 5
8.?I assume that juniors are facing multiple pressures such as further education and employment, with a relatively anxious mindset. A. 1 B. 2 C. 3 D. 4 E. 5
9.?I assume that juniors focus entirely on further education or employment and have no interest in other campus affairs. A. 1 B. 2 C. 3 D. 4 E. 5
10.?I assume that seniors no longer focus on campus and have low investment in academic studies. A. 1 B. 2 C. 3 D. 4 E. 5
11.?I assume that seniors generally have low willingness and enthusiasm to participate in campus collective activities. A. 1 B. 2 C. 3 D. 4 E. 5
12.?I assume that lower-grade students lack sufficient insights and discourse power in academic discussions. A. 1 B. 2 C. 3 D. 4 E. 5
13.?I assume that lower-grade students rely more on upper-grade students in cross-grade cooperation and lack the ability to solve problems independently. A. 1 B. 2 C. 3 D. 4 E. 5
14.?I assume that upper-grade students should undertake more core responsibilities in team tasks. A. 1 B. 2 C. 3 D. 4 E. 5
15.?Due to grade stereotypes, I assume that upper-grade students are more suitable to serve as student cadres or leaders. A. 1 B. 2 C. 3 D. 4 E. 5
16.?I assume that freshmen are more introverted and passive in social interactions and dare not take the initiative to express themselves. A. 1 B. 2 C. 3 D. 4 E. 5
17.?Grade-related stereotypes affect my ability expectations of students in different grades. A. 1 B. 2 C. 3 D. 4 E. 5
18.?Grade stereotypes affect my evaluation of the learning attitude and self-discipline of students in different grades. A. 1 B. 2 C. 3 D. 4 E. 5
19.?Grade stereotypes affect my judgment of the career development potential of students in different grades. A. 1 B. 2 C. 3 D. 4 E. 5
20.?Grade stereotypes affect my perception of the social circles and interpersonal relationship quality of students in different grades. A. 1 B. 2 C. 3 D. 4 E. 5
21.?Due to grade stereotypes, I provide more basic and conservative guidance for lower-grade students when they ask for help. A. 1 B. 2 C. 3 D. 4 E. 5
22.?Grade stereotypes affect the allocation of resources to students in different grades (such as opportunities, tasks, etc.). A. 1 B. 2 C. 3 D. 4 E. 5
23.?I have been presupposed with abilities or labeled by others because of my grade. A. 1 B. 2 C. 3 D. 4 E. 5
24.?Grade-related stereotypes affect my first impression of students in other grades. A. 1 B. 2 C. 3 D. 4 E. 5
25.?Grade stereotypes affect my willingness to cooperate and interact with students in different grades. A. 1 B. 2 C. 3 D. 4 E. 5
26.?I agree that stereotypes against college students of different grades commonly exist on campus. A. 1 B. 2 C. 3 D. 4 E. 5
27.?Grade stereotypes have a negative impact on the campus adaptation of lower-grade students. A. 1 B. 2 C. 3 D. 4 E. 5
28.?Grade stereotypes affect the fair evaluation of students in different grades by teachers or peers. A. 1 B. 2 C. 3 D. 4 E. 5
29.?I unconsciously mention topics related to grade stereotypes in daily communication. A. 1 B. 2 C. 3 D. 4 E. 5
30.?I believe that grade stereotypes limit in-depth communication between students of different grades. A. 1 B. 2 C. 3 D. 4 E. 5