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The purpose of this study was to determine the attributions college students make toward pictures of college campus buildings. Participants were 301 first-year undergraduates (56.2% female, median age = 19.91 years) enrolled in an educational psychology course within a large midwestern university. Students responded to a semantic differential containing 17 bipolar adjectives, each anchored to a 7-point scale, that asked students to attribute characteristics about a college/university (e.g., "difficult-easy," "large-small," "success-failure") to one of 10 photographs. Students were randomly assigned to one of the 10 photograph conditions (i.e., two Collegiate Gothic, two Greco-Roman, one Romanesque, and five modern structures). Factor analysis revealed three primary factors underlie the semantic differential: Evaluation of Individual Success, Potency of the Campus Environment, and Stimulation of the Campus Environment. Students attributed greater likelihood of individual success to pictures depicting modern architecture than they did to those depicting traditional architecture. Regardless of the type of architecture, male students attributed greater likelihood of individual success than did female students.

What Are the Buildings Saying? A Study of First-Year Undergraduate Students' Attributions About College Campus Architecture