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Students' attitudes and approaches to problem solving in physics can greatlyimpact their actual problem solving practices and also influence theirmotivation to learn and ultimately the development of expertise. We developedand validated an attitudes and approaches to problem solving (AAPS) survey andadministered it to students in the introductory physics courses in a typicallarge research university in the US. Here, we discuss the development andvalidation of the survey and analysis of the student responses to the surveyquestions in introductory physics courses. The introductory physics students'responses to the survey questions were also compared with those of physicsfaculty members and physics PhD students. We find that introductory studentsare in general less expert-like than the physics faculty members and PhDstudents. Moreover, on some AAPS survey questions, the responses of studentsand faculty have unexpected trends. Those trends were interpreted via in

Surveying college introductory physics students' attitudes and approaches to problem solving