Programme for International Student Assessment 2022 (PISA 2022)

With the implementation of the project, the results from the eighth round of the international PISA study, which focused on mathematical competence in 2022, are now available. The fifteen-year-old students completed tasks in the areas of mathematics, reading and science as well as an extensive questionnaire on their demographic background, teaching and school life as well as attitudes and experiences in relation to learning, digitalization and global challenges. In addition, school administrators and teachers were interviewed to gather contextual information on school and teaching practice. (IQB)

  • Research Design: Oberservational Design
  • Sample: Students (15-year old) (N=6,116) and in grade 9 (N=7,530) in General Education Schools; Teachers (N=9,334); Principals (N=260)
  • DOI: 10.5159/IQB_PISA_2022_SUF_Off-site_v1
  • Restrictions: No

  • Individual Characteristics
    • Person completing the survey
    • Languages spoken
    • Age
    • Sex
    • Date of birth
  • Family Background
    • Creativity in the family
    • Annual household income
    • Mother's graduation certificate
    • Completed vocational training (mother)
    • Occupation of mother
    • Mother's occupation
    • Graduation qualification of the father
    • Completed vocational training (father)
    • Occupation of father
    • Father's occupation
    • Resources at home
    • Family Well-Being
    • Digital resources at home
    • Number of digital devices
    • Number of siblings
    • Family support
    • Parents' educational attainment
    • Parents' socioeconomic occupational status
    • Socioeconomic and sociocultural status of parents
  • School-related Attitudes and Behaviors
    • Expected school leaving qualification of the child from the parents' perspective
    • Perspectives on mathematics teaching
    • Student activities in mathematics lessons
    • Favorite subjects and self-concepts in the PISA domains
    • Interest in school subjects
    • Enjoyment and interest in natural sciences
    • Social interaction and teamwork in everyday school life
    • Pupils' opinions on rules for using digital media
    • Subjective learning gains during distance learning
    • Stress resistance/stress perception during distance learning
    • Feeling of being prepared for future distance learning
    • Absence from school
  • Political and Social Attitudes
    • Parents' attitudes toward equal rights for immigrants
    • Teachers' attitudes toward equal rights for immigrants
  • Personality
    • Creativity of parents
    • Creativity of the child
    • Growth mindset
    • Creativity and interest in cognitive challenges
    • Ability to concentrate
    • Life satisfaction
    • Openness and curiosity
    • Self-assessment of personal perseverance and persistence
    • Reflection on communication behavior and impulsivity
    • Empathy and interpersonal understanding
    • Trust and mistrust in social relationships
    • Adopting perspectives and understanding other points of view
    • Leadership qualities and influence in groups
    • Dealing with stress and emotional resilience
    • Emotional self-regulation and mood stability
    • Attitudes toward creativity
    • Openness to art
    • Imagination and thirst for adventure
  • Occupational Situation
    • Parents' occupations
    • Parents' employment status
    • Occupational position of parents
    • Mathematical skills in the job market
    • Mathematical professions
    • Employment status
    • Working time
    • Current teaching-related activities
    • Satisfaction with the teaching profession
    • Satisfaction with the current work environment and the teaching profession
    • Current teaching activities
    • Teaching in 9th grade
    • Math instruction in grade 9
    • Work tasks
    • Workload
    • Self-directed work
    • Expected duration of teaching career
    • Considerations about giving up teaching
    • Reasons for giving up teaching
    • Stress
    • Causes of stress
    • Meaningfulness of professional activity
  • Professional Education
    • Highest educational attainment
    • Participation in a teacher training program or a training program for the training of teachers
    • Type of teaching qualification
    • Content of continuing education and training
    • Study experience abroad
    • Continuing education and training activities
  • Institutional Characteristics
    • Choice in school decision
    • Justification for school choice
    • Public and private schools
    • School board
    • School funding
    • Support for the school during distance learning
    • Type of school attended
  • Educational Biography
    • Type of early childhood education and care facility
    • Age at early childhood education and care facility
    • Reason for attending an early childhood education and care facility
    • Duration of early childhood education and care facility
    • Participation in lessons outside of school hours during elementary school
    • Grade level
    • Duration of school attendance
    • Age at start of kindergarten or daycare
    • Age at enrollment in primary school
    • Downgrading/repeating a class
    • Time in early childhood education and care facilities
  • Leisure Time Behavior and Media Use
    • Number of digital devices
    • Creative activities
    • Paid work before and after school
    • Care work before and after school
  • Leisure Activities and Peer Group
    • Extracurricular activities of the child
    • Creative extracurricular activities outside of school
    • Morning activities before school
    • Afternoon and evening activities after school
    • Sports activities before and after school
  • Home Learning Environment
    • Number of books in the home
    • Creative living environment
    • Digital resources at home
    • Problems with learning during distance learning
  • Home Learning Support
    • Previous education costs for the child
    • Family support during distance learning
  • Parental Educational Practices
    • Current parental support for learning at home
    • Child's bedtimes
  • Parental Involvement
    • Parental involvement in school activities
    • Reasons for non-participation in school activities
    • Parental Involvement
    • Cooperation with parents or adult caregivers
  • Perception of the School as a Place of Learning
    • Assessment of school quality
  • Migration Background
    • Country of birth
    • Age at immigration to Germany
    • Country of birth mother
    • Country of birth father
    • Language use at home
    • Immigrants (students and parents)
  • Self-Related Attitudes
    • Self-efficacy expectations
    • Attitudes toward creativity
    • Static self-image
    • Self-efficacy in digital skills
    • Personally perceived digital skills
    • Self-efficacy expectations in creativity
    • Domain-specific creative self-efficacy expectation
    • Creative achievements
    • Confidence in activities for future distance learning
    • Expected educational attainment
    • Career expectations
    • Information on future careers and studies
    • Expectations regarding educational career
  • Professional Experience
    • Work experience in years
    • Number of schools over the course of the career
    • Teaching experience in 9th grade at various schools
  • School Leadership Practices
    • School principals activities
    • School management tasks
  • Collegiality
    • Exchange and coordination with regard to teaching
    • Cooperation among teachers for mathematics lessons
  • Evaluation and Achievement Measurement
    • Recognition and feedback
    • Frequency of assessment of students
    • Use of test results
    • Use of data for accountability
    • Assessment of students' social and emotional skills
    • Use of the results of surveys of students' social and emotional skills
  • Measures of Quality Development
    • Activities related to professional development in the last 12 months
    • Advanced training needs
    • Participation of teachers in continuing education and training
    • Types of in-school trainings and professional continuing education
    • Types of internal training and continuing education for mathematics teachers
    • Continuing education and training opportunities for mathematics teachers
    • Measurement tools for quality assurance and development
    • Consequences of school evaluations
    • Reviewing mathematics lessons
    • Influence of teacher assessment
  • Social Climate
    • Trusting working atmosphere
    • Appreciation and promotion of a transcultural worldview
    • Experience of being bullied
  • Use and Variation of Different Teaching Methods
    • Use of specific ICT applications by teachers
    • Use of digital media in teaching
    • Use of mathematics-related learning strategies
    • Positive effects of continuing education and training on teaching methods
    • Application-oriented math problems
    • Teacher activities in mathematics lessons – problem solving and practical application
    • Inquiry-based learning in science
    • Frequency of digital media use at school
  • Clarity and Structuredness
    • Structure of mathematics lessons
  • Lesson Preparation and Lesson Content
    • Teaching digital skills
    • Understanding of the internet
    • Application-oriented math lessons
    • Mathematical problem solving
    • Logical thinking in mathematics lessons
    • Frequency of simple mathematical tasks
    • Frequency of mathematical transfer tasks
  • Professional Support/ Individual Support
    • Constructive support in lessons
    • Creative pedagogy
    • Constructive support from teachers
    • Constructive support in mathematics lessons
  • Performance Assessment/ Diagnostic Competence
    • Methods for assessing learning success
    • Assessment of students' performance level in mathematics
    • Feedback to students in mathematics lessons
    • Support and feedback through digital media
  • Classroom Climate
    • Discipline in the classroom
    • Creative teaching environment
    • Discipline in the classroom in mathematics classes
  • Composition of the Student Body
    • Class Size
    • Students with special needs
    • Composition of classes
    • Number of students
    • Grouping guidelines for students
    • Heterogeneity characteristics of the student body
    • Total number of students in 9th grade
    • Students' abilities
  • Educational Resources
    • Lack of school staff and teaching materials
    • Restrictions during distance learning
    • Availability, access, and quality of digital media at school
  • School Location
    • School site
    • Regional school selection
  • Organization of School Operations
    • Number of minutes in a lesson
    • Class size Math lessons
    • Class size German lessons
    • Number of foreign languages taught
    • Admission policy
    • Transfer
    • School autonomy
    • Career guidance services
    • Organization of vocational guidance
    • Extracurricular offers
    • Duration of school closures
    • Support for teachers during distance learning
    • Measures to prepare for distance learning
    • Perceived preparation for future school closures
    • Grading system
  • Organization of Teaching Operations
    • Preparation for the PISA test by the school
    • Main responsibility for career orientation
    • Provision of information on career choices
    • Individualisation in mathematics instruction
    • Choices in mathematics teaching
    • Basis for mathematics lesson content
    • Guidelines in mathematics lessons
    • Organization of distance learning
    • Resources for students to cope with distance learning
    • Teachers' activities during distance learning
    • Checking attendance during distance learning
    • Relationship between students and math teachers
    • Frequency of digital media use by school subject
  • School ICT Usage
    • ICT availability at the school
    • School ICT strategies
    • School ICT capacities
  • Learning Opportunities
    • School offers: learning support
    • Offer of additional math lessons
    • Purpose of additional mathematics lessons
    • Creative extracurricular activities within school
  • Composition of the Faculty
    • Number and training of full-time and part-time teachers
    • Number and training of full-time and part-time mathematics teachers
    • Additional staff
  • School Atmosphere
    • Creative school and classroom atmosphere
    • Perception of and relationship with teachers
  • Deviant Behavior
    • Impairment of the school climate due to student and teacher behavior
  • Participative School Climate
    • Average participation in distance learning
    • Absenteeism during distance learning
  • Cognitive Learning Outcomes
    • Math grades
    • Report grade mathematics
    • Report card grade Biology
    • Report card grade Physics
    • Report card grade Chemistry
    • Report card grade Natural sciences
    • Report grade German
    • Report grade English
    • Reading ability
  • Socio-demographic Background
    • Subjective perception of socioeconomic and sociocultural status
    • Domestic property
  • Cultural Capital
    • Number of books at home
    • Types of books at home
    • ICT resources
  • Personal Characteristics
    • Familiarity with mathematical concepts
    • Creative social environment
    • Expected Socioeconomic Status at Age 30
    • Life satisfaction
    • Subjective well-being – positive affect
  • Learning and Performance-related Attitudes
    • Mathematics-related anxiety
    • Mathematics-related self-efficacy expectancy
    • Enjoyment and interest in mathematics
    • Participation in additional mathematics courses
    • Action control, effort, and perseverance in learning (in general)
    • Curiosity and motivation to learn in a school context
    • Learning and practicing before and after school
    • Motivation-related well-being in mathematics lessons
  • Private ICT Usage
    • Duration of use of digital devices for learning and leisure activities
    • Attitudes and behaviors when using digital devices
    • Interest in digital media and computer programming
    • Frequency of digital media use outside of school
    • Frequency of digital media use for school-related activities outside of class
    • Frequency of digital media use during the week
    • Frequency of digital media use on weekends
    • Practices related to online information
    • Responses to inappropriate online content
    • Duration of use of digital devices outside of class for subject teaching
    • Perceived autonomy in the use of ICT
  • Tutoring
    • Use of additional support services in the context of the coronavirus pandemic
  • School Level Processes
    • Reasons/duration of school closures
  • Perception of School as a Living Environment
    • Sense of belonging
  • Teaching-Learning Arrangements
    • School support measures during distance learning
    • Use of learning resources during distance learning
  • Lesson Design/ Teaching Practice
    • Quality of mathematics teaching
    • Number of lessons in the different school subjects
    • Types of use of digital media for research-based learning
    • Frequency of digital media use in mathematics lessons or for homework
    • Duration of use of digital devices during class for subject teaching
    • Frequency of use of digital devices for school purposes during distance learning
  • Handling Homework
    • Time for homework

  • Mathematics Achievement
    • Space and shape
    • Change and relationships
    • Uncertainty and data
    • Quantity
  • Test Instrument Mathematics
  • in-house development
  • Natural Science Achievement
    • Explaining phenomena scientifically
    • Evaluating scientific research and planning investigations
    • Scientific interpretation of data and evidence
  • Test Instrument Natural Sciences
  • Linguistic Competence
  • Test Instrument Language
  • German Language
  • Receptive
  • Reading
    • Locating information
    • Text comprehension
    • Evaluation and reflection
  • Cross-Domain Cognitive Skills
    • Creativity
Apply for Scientific Use Files
Data Set Published on
March 10, 2026
Current Version Available Since
March 10, 2026
Survey Period
2022
Sample
Students (15-year old) (N=6,116) and in grade 9 (N=7,530) in General Education Schools; Teachers (N=9,334); Principals (N=260)
Survey Unit
  • Parents
  • Teachers
  • Principals
  • Students
Measured Competencies
Mathematics, German - Reading Comprehension, Natural Sciences, Problem Solving Competence
Region
Germany, Baden-Wuerttemberg, Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hesse, Mecklenburg-Western Pomerania, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Saarland, Saxony, Saxony-Anhalt, Schleswig-Holstein, Thuringia
Principal Investigators
  • Greiff, Prof. Dr. Samuel
Data Producers
  • Greiff, Prof. Dr. Samuel
Funded by
Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, Organization for Economic Cooperation and Development (OECD)
Related Studies
Suggested Citation
Müller, M., Teufele, L., Bias, A., Diedrich, J., Greiff, S., González Rodríguez, E., Heine, J.-H., Heinle, M., Herrmann, S., Kastorff, T., Mang, J., Patzl, S., Seßler, S., Todtenhöfer, P., Tupac-Yupanqui, A., Weis, M., Ziernwald, L., & Lewalter, D. (2026). Programme for International Student Assessment 2022 (PISA 2022) (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_PISA_2022_SUF_Off-site_v1
Restriction Notice
There are no specific data restrictions.

Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

PISA 2022 Principals PISA 2022 Timing PISA 2022 Teachers PISA 2022 Students 15 Years PISA 2022 Students Grade 09

Further information

  • https://www.pisa.tum.de/pisa/home/
  • https://doi.org/10.31244/9783818850616

General and study-specific methodological notes on our large-scale assessment studies (IQB Trends in Student Achievement, IQB National Assessment Study, PISA, PIRLS) can be found here: https://fdz.iqb.hu-berlin.de/en/use-data/methodological-information/

Literature

Selected literature is listed here.

PISA 2022 Literature (.bib)