  Students' attitudes and approaches to problem solving in physics can greatly
impact their actual problem solving practices and also influence their
motivation to learn and ultimately the development of expertise. We developed
and validated an attitudes and approaches to problem solving (AAPS) survey and
administered it to students in the introductory physics courses in a typical
large research university in the US. Here, we discuss the development and
validation of the survey and analysis of the student responses to the survey
questions in introductory physics courses. The introductory physics students'
responses to the survey questions were also compared with those of physics
faculty members and physics PhD students. We find that introductory students
are in general less expert-like than the physics faculty members and PhD
students. Moreover, on some AAPS survey questions, the responses of students
and faculty have unexpected trends. Those trends were interpreted via in
