A Look at the Nine Dimensions of Wellness, Schemes and Mind Maps of Design

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Wellness Assessment 2017-2018: A Look at the Nine Dimensions of Wellness Center for the Study of Student Life September 2018 *p < .05, **p < .01, ***p < .001 1 TABLE OF CONTENTS Executive Summary ................................................................................................................... 2 Key Findings........................................................................................................................... 2 Undergraduate Students ..................................................................................................... 2 Graduate and Professional Students ................................................................................... 2 Introduction ................................................................................................................................ 3 Respondents .............................................................................................................................. 3 Methodology .............................................................................................................................. 3 Demographics ............................................................................................................................ 4 Dimensions of the Wellness Assessment ................................................................................... 5 Findings ..................................................................................................................................... 6 Average Wellness Scores....................................................................................................... 6 Wellness Results for Undergraduate Students ....................................................................... 7 Academic Level................................................................................................................... 7 First Generation Students ................................................................................................... 7 International Students ......................................................................................................... 8 Wellness Results for Graduate and Professional Students ..................................................... 8 Degree Type ....................................................................................................................... 8 First Generation Students ................................................................................................... 9 International Students ......................................................................................................... 9 Conclusion ................................................................................................................................10 Appendix ...................................................................................................................................11 Sample of Wellness Assessment Results Page .....................................................................11 Sample of Resources Provided on Results Page ..................................................................12 Definitions of Terms ...............................................................................................................15 Career Wellness Items for 2017-2018 ...................................................................................15 Creative Wellness Items for 2017-2018 .................................................................................15 Emotional Wellness Items for 2017-2018 ..............................................................................15 Environmental Wellness Items for 2017-2018 ........................................................................15 Financial Wellness Items for 2017-2018 ................................................................................15 Intellectual Wellness Items for 2017-2018 .............................................................................15 Physical Wellness Items for 2017-2018 .................................................................................15 Social Wellness Items for 2017-2018 ....................................................................................15 Spiritual Wellness Items for 2017-2018 .................................................................................15 *p < .05, **p < .01, ***p < .001 4 DEMOGRAPHICS All Students (n = 2,095) Undergraduate Students (n = 1,640) Graduate/Professional Students (n = 455) Male 29.8% 29.6% 29.5% Female 70.2% 70.4% 70.5% First-generation 22.3% 21.6% 24.2% Not first-generation 77.7% 78.5% 75.8% International 7.1% 3.9% 18.3% Domestic 92.9% 96.1% 81.7% Race/Ethnicity African American/Black or African descent 3.0% 3.0% 3.3% Asian American/Asian (East, South Southeast) 11.3% 9.6% 17.1% Latino(a)/Hispanic 2.8% 2.5% 4.2% White/European 74.6% 76.7% 67.8% Other race/ethnicity 2.4% 2.4% 2.2% Multiracial 5.8% 5.9% 5.3% Sorority or fraternity member 9.9% 10.5% 8.1% Unaffiliated with sorority or fraternity 90.1% 89.5% 91.9% Academic Level First-year 20.6% 26.3% --- Second-year 22.0% 28.1% --- Third-year 17.4% 22.2% --- Fourth-year 13.9% 17.7% --- Fifth + year 4.4% 5.7% --- Master's 7.9% --- 36.6% Professional 4.8% --- 22.2% Doctoral 9.0% --- 41.3% Employment Status Does not work during academic year 39.8% 42.7% 28.9% Works less than 20 hours 39.0% 42.3% 28.5% Works more than 20 hours 21.2% 15.1% 42.6% Residence On-campus residence 37.6% 46.0% 6.4% Within walking distance 33.5% 34.3% 31.5% Within driving distance 29.0% 19.7% 62.1% *p < .05, **p < .01, ***p < .001 5 DIMENSIONS OF THE WELLNESS ASSESSMENT  I use alcohol/nicotine/other substances to manage stress.  I am able to appropriately manage my feelings.  I use relaxation techniques to manage stress.  I am able to appropriately express my feelings.  I would be willing to seek help from others when I am having a difficult time.  I feel that I am able to cope with my daily stress.  I have a positive image of my body.  I am able to resolve conflicts peacefully.  I am confident about my academic major decisions.  I am confident in my ability to find solutions to my problems.  I am confident that I can learn new skills.  I am interested in learning new things.  I engage in intellectually engaging activities.  I feel that my education is a priority.  I felt challenged by my academics during my most recent academic term.  I was able to manage my academic workload during my most recent academic term. EMOTIONAL  I express myself through creative activities.  I attend arts-related events or programs.  I think of myself as a creative person.  I value multiple perspectives when thinking about complex topics.  The arts help me appreciate other perspectives and cultures. INTELLECTUAL  I am confident about my career decisions.  I envision my future career as a means to contribute to society.  I feel that my current studies will be helpful to my future career.  I feel that my major/career decision is an appropriate expression of my abilities and personal strengths.  I feel that I work in a positive environment.  I feel that I work in a stressful environment.  I feel that my current job interferes with other aspects of my life.  I am able to balance my current job with the rest of my life. CREATIVE  I am comfortable leaving a balance on my credit card(s).  I think it is important to spend less than I earn.  I am confident that I can plan a financial budget.  I pay off the entire balance of my credit card(s) each month.  I have enough money saved to handle financial emergencies.  I track my spending to stay within my budget.  I feel stressed by the amount of money I owe (credit cards, student loans, etc.).  I stress about my finances.  I engage in environmentally friendly behaviors (turn off lights/faucets, walk or bike).  I feel safe in my living environment.  I feel that I live in a stressful environment.  I often feel that I have little control over my safety.  I take time to appreciate my surroundings.  I take time to appreciate nature.  I think it is important to conserve natural resources.  If given the opportunity, I recycle.  I consider myself to be a spiritual person.  I engage in self-reflection.  I engage in spiritual practices.  I feel a connection to something larger than myself.  I seek out meaning in my life. ENVIRONMENTAL SPIRITUAL  I feel a sense of belonging in a community.  I feel supported by my family.  I feel that I am a person who other people like to be around.  I have a strong social network.  I have at least one close friend whom I trust and can confide in.  I feel comfortable communicating face-to-face with others.  I rarely feel lonely. SOCIAL CAREER  I am confident that I can exercise regularly.  I am confident that I can maintain a nutritious diet.  I use illicit drugs (e.g. marijuana, cocaine, ecstasy).  I use tobacco products.  I use prescription medication that is not prescribed to me (e.g. Adderall, Xanax, Valium).  I eat a nutritious diet.  I engage in cardiovascular exercise 3-5 times per week for at least 30 minutes.  I engage in flexibility exercise/ stretching.  I engage in strength training/ resistance exercise 2-3 times per week.  I get at least 8 hours of sleep per night.  How often do you binge drink? (Males: 5+ drinks in about 2 hours, Females: 4+ drinks in about 2 hours)  How often, in general, do you consume alcohol? FINANCIAL PHYSICAL *p < .05, **p < .01, ***p < .001 6 FINDINGS AVERAGE WELLNESS SCORES 3.87 3.54 3.47 4.07 3.43 4.19 3.69 3.84 3.57 0.00 1.00 2.00 3.00 4.00 5.00 Mean Scores over The Nine Dimensions: All Students (n = 2,095) 3.86 3.54 3.44 4.06 3.40 4.17 3.68 3.83 3.55 3.90 3.54 3.57 4.11 3.56 4.28 3.74 3.89 3.64 0.00 1.00 2.00 3.00 4.00 5.00 Mean Scores over The Nine Dimensions: Undergraduate vs. Graduate/Professional Students Undergraduate (n = 1,640) Graduate/Professional (n = 455) *p < .05, **p < .01, ***p < .001 9 First Generation Students Graduate and professional students whose parent(s)/guardian(s) did not graduate from college and those with at least one parent/guardian that graduated from college did not have significantly different scores on any of the wellness dimensions. Graduate/Professional Scores by Generation Status First generation Not first generation Statistically Significant Career 3.97 3.88 Creative 3.64 3.51 Emotional 3.55 3.57 Environmental 4.09 4.13 Financial 3.46 3.59 Intellectual 4.26 4.29 Physical 3.71 3.74 Social 3.82 3.91 Spiritual 3.69 3.63 International Students International graduate and professional students had significantly lower scores than domestic students on the environmental (3.97 vs. 4.15), intellectual (4.06 vs. 4.33) and social (3.74 vs. 3.93) dimensions of wellness. Graduate/Professional Scores by International Status International Domestic Statistically Significant Career 3.80 3.93 Creative 3.46 3.55 Emotional 3.61 3.56 Environmental 3.97 4.15 *** Financial 3.63 3.54 Intellectual 4.06 4.33 *** Physical 3.71 3.74 Social 3.74 3.93 ** Spiritual 3.53 3.67 10 CONCLUSION Overall, both undergraduate and graduate/professional students at Ohio State reported relatively positive wellness outcomes across multiple dimensions of wellness behaviors and attitudes. However, students’ self-reported wellness varied based on demographic characteristics, such as citizenship and parental education. Additional factors, such as academic level or degree type, were associated with differences in students’ wellness scores. In particular, emotional wellness seemed to be impacted by demographic differences among undergraduate students, including first-generation status, though the same differences were not observed among graduate and professional students. While these results contribute to our understanding of trends and differences in wellness among students at Ohio State, some limitations of the research design, sample, and analyses should be considered. First, the nature of the research design does not allow causal conclusions to be made regarding the relationships between student characteristics and dimensions of wellness. Observed differences in student wellness could be attributed to other variables not measured in the current study, such as socioeconomic status or cultural values. Second, some statistically significant differences reflect relatively small variations in the wellness scores. Small differences in scores may be statistically significant but may not necessarily reflect substantive differences in students’ day-to-day wellness. Future research should examine trends in different dimensions of wellness over time, both within and between groups of students. It would also be beneficial to consider how students’ demographic backgrounds may influence their interpretations of, and subsequent responses to, items measuring wellness-related attitudes and behaviors. 11 APPENDIX SAMPLE OF WELLNESS ASSESSMENT RESULTS PAGE One of the goals of the Wellness Assessment is to provide students with personal scores on the nine wellness dimensions. The table below presents an example of the wellness report respondents received at the end of the survey. DIMENSION YOUR AVERAGE Career- The professionally well person engages in work to gain personal satisfaction and enrichment, consistent with values, goals and lifestyle. 3.87 Creative- The creatively well person values and actively participates in a diverse range of arts and cultural experiences as a means to understand and appreciate the surrounding world. 3.54 Emotional- The emotionally well person can identify, express and manage the entire range of feelings and would consider seeking assistance to address areas of concern. 3.47 Environmental- The environmentally well person recognizes the responsibility to preserve, protect, and improve the environment and appreciates the interconnectedness of nature and the individual. 4.07 Financial- The financially well person is fully aware of financial state and budgets, saves and manages finances in order to achieve realistic goals. 3.43 Intellectual- The intellectually well person values lifelong learning and seeks to foster critical thinking, develop moral reasoning, expand worldviews, and engage in education for the pursuit of knowledge. 4.19 Physical- The physically well person gets an adequate amount of sleep, eats a balanced and nutritious diet, engages in exercise for 150 minutes per week, attends regular medical check-ups, and practices safe and healthy sexual relations. 3.69 Social- The socially well person has a network of support based on interdependence, mutual trust, respect and has developed a sensitivity and awareness towards the feelings of others. 3.84 Spiritual- The spiritually well person seeks harmony and balance by openly exploring the depth of human purpose, meaning, and connection through dialogue and self-reflection. 3.57 14 and cohort meetings, prejudice-reduction trainings, wellness initiatives and Social Justice Engagement courses - all focused on teaching students personal and interpersonal skills necessary to be most effective in a diverse world.  Office of Student Life's Sorority and Fraternity Life- 60+ fraternal organizations - while diverse in their own distinctive ways - all have one consistent purpose: exist to enhance the leadership, learning, and service that occur within our Buckeye community and to challenge our members to live a life of responsible values-based citizenship. Spiritual Wellness  Office of Student Life's Student Organizations- with over 1,000 student organizations, Ohio State provides a wide range of opportunities for students to get involved.  Interfaith Association of Central Ohio- builds a multi-faith community which fosters harmony, appreciation, and respond among different faiths. 15 DEFINITIONS OF TERMS Hover-text was included in the survey to provide respondents with operational definitions of several wellness terms. Below are the phrases and extra information presented to students when the cursor was near the term. Term/Phrase Hover-text definition Exercise regularly Exercise 3-5 times per week over the course of several weeks Nutritious diet Eating 4-8 servings of fruit or vegetables, 4 cups of dairy, choosing lean meats, including whole grains, and limiting fats and oils Social network The connections one has to others ranging from casual acquaintance to close familial bond; a strong social network is characterized by not only the number, but the strength of the bonds Intellectually engaging activities Activities that increase knowledge, foster critical thinking, and expand worldviews; for example, reading, engaging discussions, seminars, brainteasers Relaxation techniques Any method, process, or activity that helps a person to relax; for example, exercise, listening to music, meditation Safer sex Sexual activity in which precautions (e.g. using condoms, barriers, avoiding high-risk sexual acts, practicing monogamy) have been taken in order to reduce the chance of sexually transmitted infections and/or pregnancy 16 CAREER WELLNESS ITEMS FOR 2017-2018 The chart below looks specifically at students’ responses to the career wellness items, broken down by undergraduate and graduate/professional students. 2017 Undergraduate Students 2017 Graduate/ Professional Students I am confident in my career decisions (n = 1,626) (n = 449) Strongly Disagree 4.6% 1.1% Disagree 12.5% 7.8% Neither Agree nor Disagree 22.5% 20.7% Agree 37.1% 43.2% Strongly Agree 23.4% 27.2% I envision my future career as a means to contribute to society (n = 1,626) (n = 449) Strongly Disagree 1.0% 0.0% Disagree 2.3% 2.2% Neither Agree nor Disagree 8.1% 6.7% Agree 37.5% 31.9% Strongly Agree 51.2% 59.2% I feel that my current studies will be helpful to my future career (n = 1,626) (n = 450) Strongly Disagree 2.2% 0.2% Disagree 4.8% 2.4% Neither Agree nor Disagree 13.6% 9.3% Agree 45.8% 34.0% Strongly Agree 33.6% 54.0% I feel that my major/career decision is an appropriate expression of my abilities and personal strengths (n = 1,630) (n = 450) Strongly Disagree 1.5% 0.0% Disagree 4.7% 3.1% Neither Agree nor Disagree 13.0% 9.1% Agree 44.1% 47.8% Strongly Agree 36.7% 40.0% I feel that I work in a positive environment (n = 1,165) (n = 388) Strongly Disagree 1.8% 2.3% Disagree 4.7% 7.7% Neither Agree nor Disagree 19.1% 16.0% Agree 42.6% 50.8% Strongly Agree 31.8% 23.2% 19 EMOTIONAL WELLNESS ITEMS FOR 2017-2018 The chart below looks specifically at students’ responses to the emotional wellness items, broken down by undergraduate and graduate/professional students. 2017 Undergraduate Students 2017 Graduate/ Professional Students I use alcohol/ nicotine/ other substances to manage stress (n = 1,639) (n = 455) Never 50.3% 44.2% Rarely 19.4% 24.6% Sometimes 19.9% 22.2% Often 8.2% 6.8% Always 2.2% 2.2% I am able to appropriately manage my feelings (n = 1,635) (n = 453) Strongly Disagree 3.2% 1.1% Disagree 14.1% 12.4% Neither Agree nor Disagree 20.7% 18.1% Agree 48.3% 54.8% Strongly Agree 13.6% 13.7% I use relaxation techniques to manage stress (n = 1,637) (n = 455) Never 14.7% 9.7% Rarely 22.7% 23.1% Sometimes 34.5% 38.7% Often 22.9% 23.3% Always 5.3% 5.3% I am able to appropriately express my feelings (n = 1,632) (n = 454) Strongly Disagree 3.3% 0.7% Disagree 17.2% 13.0% Neither Agree nor Disagree 19.6% 18.3% Agree 46.0% 57.1% Strongly Agree 14.0% 11.0% I would be willing to seek help from others when I am having a difficult time (n = 1,635) (n = 454) Strongly Disagree 3.4% 1.3% Disagree 15.6% 8.6% Neither Agree nor Disagree 19.0% 14.1% Agree 43.0% 54.6% Strongly Agree 19.0% 21.4% 20 2017 Undergraduate Students 2017 Graduate/ Professional Students I feel that I am able to cope with my daily stress (n = 1,635) (n = 453) Strongly Disagree 4.3% 2.4% Disagree 17.9% 14.1% Neither Agree nor Disagree 23.9% 20.5% Agree 45.1% 54.1% Strongly Agree 8.8% 8.8% I have a positive image of my body (n = 1,638) (n = 454) Strongly Disagree 7.6% 4.2% Disagree 23.8% 19.2% Neither Agree nor Disagree 21.7% 24.0% Agree 36.1% 44.5% Strongly Agree 10.7% 8.2% 21 ENVIRONMENTAL WELLNESS ITEMS FOR 2017-2018 The chart below looks specifically at students’ responses to the environmental wellness items, broken down by undergraduate and graduate/professional students. 2017 Undergraduate Students 2017 Graduate/ Professional Students I engage in environmentally friendly behaviors (e.g., turn off the lights, turn off faucets, walk or bike) (n = 1,627) (n = 452) Never 1.5% 0.4% Rarely 2.7% 2.4% Sometimes 16.7% 17.5% Often 46.2% 48.2% Always 32.9% 31.4% I feel safe in my living environment (e.g., residence hall, apartment, home) (n = 1,623) (n = 450) Strongly Disagree 0.5% 0.2% Disagree 1.9% 2.2% Neither Agree nor Disagree 9.4% 5.3% Agree 53.6% 57.6% Strongly Agree 34.6% 34.7% I feel that I live in a welcoming environment (n = 1,624) (n = 450) Strongly Disagree 1.1% 0.2% Disagree 4.3% 4.0% Neither Agree nor Disagree 20.9% 25.8% Agree 55.2% 51.8% Strongly Agree 18.5% 18.2% I often feel that I have little control over my safety (n = 1,625) (n = 450) Strongly Disagree 13.0% 17.8% Disagree 47.6% 48.9% Neither Agree nor Disagree 20.4% 20.4% Agree 15.5% 10.7% Strongly Agree 3.5% 2.2% I take time to appreciate my surroundings (n = 1,631) (n = 450) Strongly Disagree 0.6% 0.0% Disagree 4.1% 4.2% Neither Agree nor Disagree 13.2% 14.7% Agree 47.6% 49.3% Strongly Agree 34.5% 31.8% 24 2017 Undergraduate Students 2017 Graduate/ Professional Students I track my spending to stay within my budget (n = 1,628) (n = 452) Never 9.0% 6.4% Rarely 15.7% 12.0% Sometimes 29.0% 26.3% Often 29.5% 34.3% Always 16.8% 21.0% I feel stressed by the amount of money I owe (credit cards, student loans, car payments, etc.) (n = 1,253) (n = 427) Strongly Disagree 12.9% 17.1% Disagree 20.0% 25.5% Neither Agree nor Disagree 18.4% 12.7% Agree 28.3% 23.2% Strongly Agree 20.5% 21.6% I stress about my finances (n = 1,627) (n = 450) Strongly Disagree 4.9% 4.2% Disagree 18.6% 21.3% Neither Agree nor Disagree 18.9% 19.3% Agree 34.2% 32.7% Strongly Agree 23.4% 22.4% 25 INTELLECTUAL WELLNESS ITEMS FOR 2017-2018 The chart below looks specifically at students’ responses to the intellectual wellness items, broken down by undergraduate and graduate/professional students. 2017 Undergraduate Students 2017 Graduate/ Professional Students I am able to resolve conflicts peacefully (n = 1,633) (n = 455) Strongly Disagree 0.4% 0.0% Disagree 1.2% 1.5% Neither Agree nor Disagree 9.7% 12.1% Agree 59.2% 62.4% Strongly Agree 29.5% 24.0% I am confident in my academic major decisions (n = 1,628) (n = 449) Strongly Disagree 3.0% 0.5% Disagree 8.9% 3.1% Neither Agree nor Disagree 15.3% 10.5% Agree 38.8% 39.0% Strongly Agree 34.0% 47.0% I am confident in my ability to find solutions to my problems (n = 1,632) (n = 455) Strongly Disagree 0.6% 0.0% Disagree 4.4% 3.3% Neither Agree nor Disagree 10.0% 8.6% Agree 57.8% 59.8% Strongly Agree 27.2% 28.4% I am confident that I can learn new skills (n = 1,632) (n = 455) Strongly Disagree 0.4% 0.0% Disagree 1.6% 1.1% Neither Agree nor Disagree 4.9% 2.2% Agree 51.6% 47.9% Strongly Agree 41.5% 48.8% I am interested in learning new things (n = 1,625) (n = 455) Strongly Disagree 0.3% 0.0% Disagree 0.6% 0.2% Neither Agree nor Disagree 2.9% 2.0% Agree 44.7% 37.8% Strongly Agree 51.6% 60.0% 26 2017 Undergraduate Students 2017 Graduate/ Professional Students I engage in intellectually engaging activities (n = 1,632) (n = 455) Strongly Disagree 0.5% 0.2% Disagree 3.3% 1.1% Neither Agree nor Disagree 11.3% 6.6% Agree 48.4% 41.1% Strongly Agree 36.6% 51.0% I feel that my education is a priority (n = 1,627) (n = 455) Strongly Disagree 0.4% 0.0% Disagree 2.0% 0.9% Neither Agree nor Disagree 5.5% 4.6% Agree 33.4% 32.3% Strongly Agree 58.7% 62.2% I feel challenged by my academics during this academic term (n = 1,627) (n = 450) Strongly Disagree 1.0% 0.9% Disagree 5.7% 7.6% Neither Agree nor Disagree 11.1% 9.3% Agree 42.5% 36.7% Strongly Agree 39.7% 45.6% I am able to manage my academic workload during this academic term (n = 1,628) (n = 450) Strongly Disagree 1.9% 0.9% Disagree 8.4% 9.6% Neither Agree nor Disagree 17.4% 15.1% Agree 54.6% 54.2% Strongly Agree 17.6% 20.2% 29 2017 Undergraduate Students 2017 Graduate/ Professional Students How often do you binge drink? (Males: 5+ drinks in about 2 hours, Females: 4+ drinks in about 2 hours) (n = 1,598) (n = 447) Never 54.7% 61.1% Once a month 20.1% 28.2% Every other week 8.9% 4.3% Once a week 11.9% 5.8% More than once a week 4.4% 0.7% How often, in general, do you consume alcohol? (n = 1,630) (n = 454) Never 28.5% 15.0% Once a month 19.1% 21.4% Every other week 17.4% 14.5% Once a week 20.1% 23.8% More than once a week 14.9% 25.3% 30 SOCIAL WELLNESS ITEMS FOR 2017-2018 The chart below looks specifically at students’ responses to the social wellness items, broken down by undergraduate and graduate/professional students. 2017 Undergraduate Students 2017 Graduate/ Professional Students I feel a sense of belonging in a community (n = 1,634) (n = 454) Strongly Disagree 3.2% 1.3% Disagree 9.4% 10.8% Neither Agree nor Disagree 19.9% 23.4% Agree 42.0% 42.7% Strongly Agree 25.5% 21.8% I feel supported by my family (n = 1,636) (n = 452) Strongly Disagree 2.5% 0.4% Disagree 4.5% 3.8% Neither Agree nor Disagree 9.1% 7.7% Agree 31.5% 33.9% Strongly Agree 52.4% 54.2% I feel that I am a person who people like to be around (n = 1,633) (n = 454) Strongly Disagree 1.9% 1.1% Disagree 6.8% 6.6% Neither Agree nor Disagree 20.2% 20.0% Agree 50.5% 54.2% Strongly Agree 20.6% 18.1% I have a strong social network (n = 1,634) (n = 453) Strongly Disagree 3.5% 2.4% Disagree 13.8% 11.7% Neither Agree nor Disagree 19.7% 23.0% Agree 39.8% 40.4% Strongly Agree 23.2% 22.5% I have at least one close friend whom I can trust and confide in (n = 1,636) (n = 454) Strongly Disagree 1.4% 0.4% Disagree 3.4% 2.6% Neither Agree nor Disagree 6.2% 5.3% Agree 32.7% 34.8% Strongly Agree 56.2% 56.9% 31 2017 Undergraduate Students 2017 Graduate/ Professional Students I feel comfortable communicating face-to-face with others (n = 1,634) (n = 454) Strongly Disagree 1.8% 0.9% Disagree 6.7% 4.6% Neither Agree nor Disagree 12.2% 11.7% Agree 51.4% 54.4% Strongly Agree 28.0% 28.4% I rarely feel lonely (n = 1,632) (n = 453) Strongly Disagree 10.5% 6.6% Disagree 30.3% 24.7% Neither Agree nor Disagree 24.1% 25.6% Agree 26.7% 34.4% Strongly Agree 8.3% 8.6%