This document presents the variable definitions utilized in a study of the impacts of two- and four-year college attendance on learning orientations. The authors identify the specific survey items that compose the four orientations to learning explored in this study (i.e., openness to diversity/challenge, learning for self-understanding, internal locus of attribution for academic success, and preference for higher-order cognitive activities) and summarize the research findings in two tables: (1) Estimated Total and Direct Effects of Attending a Two-Year (versus a Four-Year) College on Orientations to Learning; and (2) Significant Conditional Effects of Attending a Two-Year (versus a Four-Year) College on Orientations to Learning. With statistical controls for an extensive array of confounding influences, including pre-college learning orientations, attendance at a two- versus a four-year college significantly enhanced student growth in first- and second-year Openness to Diversity, second-year Learning for Self-Understanding, and first-year Internal Locus of Attribution for Academic Success. The generally positive impacts of two-year college attendance, however, varied in magnitude for students who differed on such characteristics as race, sex, socioeconomic background, academic ability, and English fluency. (Author/RC)