Version_v1_2026_02
Intl. Student ID
Stratum ID 5-character (cnt + original stratum ID) (Zur Anonymisierung geleert (FDZ))
What grade are you in? grade
Which one of the following programmes are you in?
On what date were you born? Monat
On what date were you born? Jahr
Are you female, male or diverse?
What is the highest level of schooling completed by your mother?
Does your mother have any of the following qualifications? PhD/doctoral degree
Does your mother have any of the following qualifications? Master's or comparable degree (e.g. university diploma, state examination, Magister)
Does your mother have any of the following qualifications? Bachelor's or comparable degree (e.g. diploma from a vocational academy, cooperative state university, university of applied sciences, colleges of public administration)
Does your mother have any of the following qualifications? Graduation from a trade and technical school, vocational school (e.g. for kindergarten teachers), specialised academy (Bavaria)
Does your mother have any of the following qualifications? Master craftsmen diploma
Does your mother have any of the following qualifications? Graduation from a health care school: 2 to 3 years (e.g. health and nursing professions)
Does your mother have any of the following qualifications? Graduation from an apprenticeship or school-based vocational training (e.g. skilled worker, journeyman or salesman certificate, IHK [Chamber of Industry and Commerce] certificate, vocational schoo
Does your mother have any of the following qualifications? Other
What is the highest level of schooling completed by your father?
Does your father have any of the following qualifications? PhD/doctoral degree
Does your father have any of the following qualifications? Master's or comparable degree (e.g. university diploma, state examination, Magister)
Does your father have any of the following qualifications? Bachelor's or comparable degree (e.g. diploma from a vocational academy, cooperative state university, university of applied sciences, colleges of public administration)
Does your father have any of the following qualifications? Graduation from a trade and technical school, vocational school (e.g. for kindergarten teachers), specialised academy (Bavaria)
Does your father have any of the following qualifications? Master craftsmen diploma
Does your father have any of the following qualifications? Graduation from a health care school: 2 to 3 years (e.g. health and nursing professions)
Does your father have any of the following qualifications? Graduation from an apprenticeship or school-based vocational training (e.g. skilled worker, journeyman or salesman certificate, IHK [Chamber of Industry and Commerce] certificate, vocational schoo
Does your father have any of the following qualifications? Other
Country code 3-character
Country Identifier
Intl. School ID
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS/FT)
National Centre 6-digit Code
REGION
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID)
OECD country
Date of the database creation
Zuwanderungsstatus 2022 mit 4 Kategorien
Schulart Deutschland
Sum of W_FSTUWT
Number of Cognitive Responses
How many of these items are there at your [home]: Musical instruments (e.g. guitar, piano, [country-specific example])
How many of these items are there at your [home]: Works of art (e.g. paintings, sculptures, [country-specific example])
How many [digital devices] with screens are there in your [home]?
How many of the following [digital devices] are in your [home]: Televisions
How many of the following [digital devices] are in your [home]: Desktop computers
How many of the following [digital devices] are in your [home]: Laptop computers or notebooks
How many of the following [digital devices] are in your [home]: Tablets (e.g. [iPad®], [BlackBerry® Playbook™])
How many of the following [digital devices] are in your [home]: E-book readers (e.g. [Kindle™], [Kobo], [Bookeen])
How many of the following [digital devices] are in your [home]: [Cell phones] with Internet access (i.e. smartphones)
How many books are there in your [home]?
How many of these books at [home]: Religious books (e.g. [Bible], [Example 2])
How many of these books at [home]: Classical literature (e.g. [Shakespeare], [Example 2])
How many of these books at [home]: Contemporary literature
How many of these books at [home]: Books on science
How many of these books at [home]: Books on art, music, or design
How many of these books at [home]: [Technical reference books]
How many of these books at [home]: Dictionaries
How many of these books at [home]: Books to help with your school work
How many siblings (including brothers, sisters, step-brothers, and step-sisters) do you have?
Mother’s main job? (Zur Anonymisierung geleert (FDZ))
Mother's job description? (Zur Anonymisierung geleert (FDZ))
Father’s main job? (Zur Anonymisierung geleert (FDZ))
Father's job description? (Zur Anonymisierung geleert (FDZ))
Now think about where you would place your family on this scale. Where would you say your family stands at this time?
Now think about where you would place your family on this scale. Where do you think you will stand when you are 30?
How long have you been enrolled at this school?
How old were you when you started [ISCED 0]: Years
How old were you when you started [ISCED 1]: Years
In the last two full weeks of school, how often: I [skipped] a whole school day
In the last two full weeks of school, how often: I [skipped] some classes
In the last two full weeks of school, how often: I arrived late for school
Agree/disagree: The teachers at my school are respectful towards me.
Agree/disagree: If I walked into my classes upset, my teachers would be concerned about me.
Agree/disagree: If I came back to visit my school 3 years from now, my teachers would be excited to see me.
Agree/disagree: I feel intimidated by the teachers at my school.
Agree/disagree: When my teachers ask how I am doing, they are really interested in my answer.
Agree/disagree: The teachers at my school are friendly towards me.
Agree/disagree: The teachers at my school are interested in students' well-being.
Agree/disagree: The teachers at my school are mean towards me.
Agree/disagree: I feel like an outsider (or left out of things) at school.
Agree/disagree: I make friends easily at school.
Agree/disagree: I feel like I belong at school.
Agree/disagree: I feel awkward and out of place in my school.
Agree/disagree: Other students seem to like me.
Agree/disagree: I feel lonely at school.
In past 12 months, how often: Other students left me out of things on purpose.
In past 12 months, how often: Other students made fun of me.
In past 12 months, how often: I was threatened by other students.
In past 12 months, how often: Other students took away or destroyed things that belonged to me.
In past 12 months, how often: I got hit or pushed around by other students.
In past 12 months, how often: Other students spread nasty rumours about me.
In past 12 months, how often: I was in a physical fight on school property.
In past 12 months, how often: I stayed home from school because I felt unsafe.
In past 12 months, how often: I gave money to someone at school because they threatened me.
How many days/wk before school: Eat breakfast
How many days/wk before school: Study for school or homework
How many days/wk before school: Work in the household or take care of family members
How many days/wk before school: Work for pay
How many days/wk before school: Exercise or practise a sport (e.g. running, cycling, aerobics, soccer, skating, [country-specific])
How many days/wk after school: Eat dinner
How many days/wk after school: Study for school or homework
How many days/wk after school: Work in the household or take care of family members
How many days/wk after school: Work for pay
How many days/wk after school: Exercise or practise a sport (e.g. running, cycling, aerobics, soccer, skating, [country-specific])
How often parents/family member: Discuss how well you are doing at school.
How often parents/family member: Eat [the main meal] with you.
How often parents/family member: Spend time just talking with you.
How often parents/family member: Talk to you about the importance of [completing ISCED 3].
How often: parents/family member: Talk to you about any problems you might have at school.
How often parents/family member: Ask you about how well you are getting along with other students at school.
How often parents/family member: Encourage you to get good [marks].
How often parents/family member: Take an interest in what you are learning at school.
How often parents/family member: Talk to you about your future education.
How often parents/family member: Ask you what you did in school that day.
Agree/disagree: I keep working on a task until it is finished.
Agree/disagree: I apply additional effort when work becomes challenging.
Agree/disagree: I finish tasks that I started even when they become boring.
Agree/disagree: I stop when work becomes too difficult.
Agree/disagree: I am more persistent than most people I know.
Agree/disagree: I give up after making mistakes.
Agree/disagree: I quit doing homework if it is too long.
Agree/disagree: I complete tasks even when they become more difficult than I thought.
Agree/disagree: I finish what I start.
Agree/disagree: I give up easily.
Agree/disagree: I am careful with what I say to others.
Agree/disagree: I get easily distracted.
Agree/disagree: I say the first thing that comes to my mind.
Agree/disagree: I like to make sure there are no mistakes.
Agree/disagree: I carefully check homework before turning it in.
Agree/disagree: I stop to think before acting.
Agree/disagree: I rush into activities without thinking.
Agree/disagree: I wait for my turn to speak in class.
Agree/disagree: I am more impulsive than most people I know.
Agree/disagree: I think carefully before doing something.
Agree/disagree: I am curious about many different things.
Agree/disagree: I like to ask questions.
Agree/disagree: I get frustrated when I have to learn the details of a topic.
Agree/disagree: I like to know how things work.
Agree/disagree: I love learning new things in school.
Agree/disagree: I am more curious than most people I know.
Agree/disagree: I like to develop hypotheses and check them based on what I observe.
Agree/disagree: I find learning new things to be boring.
Agree/disagree: I spend time to find more information about things that interest me.
Agree/disagree: I like learning new things.
Agree/disagree: I like to help others.
Agree/disagree: I get annoyed when I have to compromise with others.
Agree/disagree: I work well with other people.
Agree/disagree: I start arguments with others.
Agree/disagree: I avoid working together with other students.
Agree/disagree: I am ready to help anybody.
Agree/disagree: I tend to be selfish.
Agree/disagree: I work better when I am part of a team.
Agree/disagree: I enjoy cooperating with my classmates.
Agree/disagree: I argue a lot.
Agree/disagree: I do not care what happens to other people.
Agree/disagree: I can sense how others feel.
Agree/disagree: It is important to me that my friends are okay.
Agree/disagree: I can see situations from my friends' perspectives.
Agree/disagree: I ignore the feelings of others.
Agree/disagree: I am more compassionate than most people I know.
Agree/disagree: It is difficult for me to sense what others think.
Agree/disagree: I predict the needs of others.
Agree/disagree: I get upset if bad things happen to other people.
Agree/disagree: I understand what others want.
Agree/disagree: I am suspicious of others' intentions.
Agree/disagree: I think most of my classmates keep their promises.
Agree/disagree: I believe that most people are honest.
Agree/disagree: I believe that my friends can keep my secrets.
Agree/disagree: I think most people are selfish.
Agree/disagree: I trust what people say.
Agree/disagree: I think others will try to harm me.
Agree/disagree: I am more trusting with others than most people I know.
Agree/disagree: I believe most people are kind.
Agree/disagree: I am willing to forgive those who have done wrong.
Agree/disagree: I try to consider everybody's perspective before I take a position.
Agree/disagree: I want to understand my classmates' ways of thinking.
Agree/disagree: I can view almost all things from different angles.
Agree/disagree: I imagine how I would feel if I were in somebody else's place.
Agree/disagree: I think there is only one correct position in a disagreement.
Agree/disagree: I want to understand why people behave the way they do.
Agree/disagree: I find it difficult to anticipate what other people think.
Agree/disagree: I try to envision how things look from my friends' points of view.
Agree/disagree: I am comfortable with taking the lead role in a group.
Agree/disagree: I know how to convince others to do what I want.
Agree/disagree: I enjoy leading others.
Agree/disagree: I keep my opinion to myself in group discussions.
Agree/disagree: I speak up to others about things that matter to me.
Agree/disagree: I take initiative when working with my classmates.
Agree/disagree: I wait for others to take a lead.
Agree/disagree: I find it hard to influence people.
Agree/disagree: I want to be in charge.
Agree/disagree: I like to be a leader in my class.
Agree/disagree: I get nervous easily.
Agree/disagree: I am more relaxed than most people I know.
Agree/disagree: I worry about many things.
Agree/disagree: I panic easily.
Agree/disagree: I am able to work under pressure.
Agree/disagree: I remain calm under stress.
Agree/disagree: I feel nervous about approaching exams.
Agree/disagree: I can recover quickly after something bad has happened.
Agree/disagree: I handle stress well.
Agree/disagree: I am afraid of many things.
Agree/disagree: I keep my emotions under control.
Agree/disagree: I get mad easily.
Agree/disagree: I change my mood a lot.
Agree/disagree: I overreact to every little thing in life.
Agree/disagree: I stay calm even in tense situations.
Agree/disagree: I am easily upset.
Agree/disagree: I know how to control my feelings.
Agree/disagree: I have unpredictable emotions.
Agree/disagree: I am moody.
Agree/disagree: I get frustrated quickly.
This school year, how many hours/day use [digital resources] for: For learning activities at school
This school year, how many hours/day use [digital resources] for: For learning activities before and after school
This school year, how many hours/day use [digital resources] for: For learning activities on weekends
This school year, how many hours/day use [digital resources] for: For leisure at school
This school year, how many hours/day use [digital resources] for: For leisure before and after school
This school year, how many hours/day use [digital resources] for: For leisure on weekends
How often: I turn off notifications from social networks and apps on my [digital devices] during class.
How often: I turn off notifications from social networks and apps on my [digital devices] when I go to sleep.
How often: I keep my [digital device] near me to answer messages when I am home.
How often: I have my [digital device] open in class so I can take notes or search for information.
How often: I feel pressured to be online and answer messages when I am in class.
How often: I feel nervous/anxious when I don't have my [digital device] near me.
Overall, how satisfied are you with your life as a whole these days?
What kind of job do you expect to have when you are about 30 years old? (Zur Anonymisierung geleert (FDZ))
To learn about future study/work, have you: I did an internship.
To learn about future study/work, have you: I attended [job shadowing or work-site visits].
To learn about future study/work, have you: I visited a [job fair].
To learn about future study/work, have you: I spoke to a [career advisor] at my school.
To learn about future study/work, have you: I spoke to a [career advisor] outside of my school.
To learn about future study/work, have you: I completed a questionnaire to find out about my interests and abilities.
To learn about future study/work, have you: I researched the internet for information about careers.
To learn about future study/work, have you: I went to an organised tour in an [ISCED 3-7] institution.
To learn about future study/work, have you: I researched the internet for information about [ISCED 3-7] programmes.
To learn about future study/work, have you: I researched information on student financing (e.g. student loans or grants).
Agree/disagree: I worry that I am not prepared for life after [the final year of compulsory education].
Agree/disagree: I feel well-informed about possible paths for me after [the final year of compulsory education].
Agree/disagree: I feel pressure from my family to follow a specific path (e.g. go to college, work in the family business, learn a trade) after [the final year of compulsory education].
Agree/disagree: I worry that I won't have enough money to do what I'd like to do after [the final year of compulsory education].
Agree/disagree: School has done little to prepare me for adult life when I leave school.
Agree/disagree: School has been a waste of time.
Agree/disagree: School has helped give me confidence to make decisions.
Agree/disagree: School has taught me things which could be useful in a job.
Agree/disagree: I feel well-prepared for my future path after [the final year of compulsory education].
Number of [class periods] per week in mathematics
Total number of [class periods] per week for all subjects, including mathematics
On 1-10 scale, rate quality of mathematics instruction this school year? Quality of mathematics instruction?
How often: Students do not listen to what the teacher said.
How often: There is noise and disorder.
How often: The teacher has to wait a long time for students to quiet down.
How often: Students cannot work well.
How often: Students do not start working for a long time after the lesson begins.
How often: Students get distracted by using [digital resources] (e.g. smartphones, websites, apps).
How often: Students get distracted by other students who are using [digital resources] (e.g. smartphones, websites, apps).
How often: The teacher shows an interest in every student's learning.
How often: The teacher gives extra help when students need it.
How often: The teacher helps students with their learning.
How often: The teacher continues teaching until the students understand.
How often: The teacher asked us to solve mathematics problems without computing anything.
How often: The teacher asked us to explain how we solved a mathematics problem.
How often: The teacher asked us to explain what assumptions we were making when solving a mathematics problem.
How often: The teacher asked us to explain our reasoning when solving a mathematics problem.
How often: The teacher asked us to defend our answer to a mathematics problem.
How often: The teacher asked us to think about how new and old mathematics topics were related.
How often: The teacher encouraged us to think about how to solve mathematics problems in different ways than demonstrated in class.
How often: The teacher told us to keep trying even when we face difficulties with a mathematics task.
How often: The teacher taught us to memorize rules and apply them to solve mathematics problems.
How often: The teacher asked us to think of problems from everyday life that could be solved with new mathematics knowledge we learned.
How often: The teacher showed us how mathematics can be useful in our everyday lives.
How often: The teacher encouraged us to 'think mathematically'.
How often: The teacher taught us how to use mathematical logic when approaching new situations.
How often: The teacher showed us how some problems that look difficult can be solved more easily by understanding how the number system is organized.
How often: The teacher gave problems from everyday life involving numbers and asked us to make a decision about the situation.
How often: The teacher asked us how different topics are connected to a bigger mathematical idea.
How often: The teacher encouraged us to think about how a problem from everyday life could be solved using mathematics.
How often: The teacher explained how different mathematical ideas connect to a larger context.
How often at school: Working out from a [train timetable] how long it would take to get from one place to another
How often at school: Calculating how much more expensive a computer would be after adding tax
How often at school: Calculating how many square metres of tiles you need to cover a floor
How often at school: Understanding scientific tables presented in an article
How often at school: Solving an equation like 6x[sup]2[/sup]+5 = 29
How often at school: Finding the actual distance between two places on a map with a 1?10,000 scale
How often at school: Solving an equation like 2(x+3) = (x+3)(x-3)
How often at school: Calculating the power consumption of an electronic appliance per week
How often at school: Solving an equation like 3x+5=17
How often at school: Extracting mathematical information from diagrams, graphs, or simulations
How often at school: Interpreting mathematical solutions in the context of a real-life challenge
How often at school: Using the concept of statistical variation to make a decision
How often at school: Identifying mathematical aspects of a real-world problem
How often at school: Identifying constraints and assumptions behind mathematical modelling
How often at school: Representing a situation mathematically using variables, symbols, or diagrams
How often at school: Evaluating the significance of observed patterns in data
How often at school: Coding/programming computers
How often at school: Working with computer mathematics systems (e.g. spreadsheets, programming software, graphing calculators)
How often at school: Calculating the properties of an irregularly shaped object
How confident in math tasks: Working out from a [train timetable] how long it would take to get from one place to another
How confident in math tasks: Calculating how much more expensive a computer would be after adding tax
How confident in math tasks: Calculating how many square metres of tiles you need to cover a floor
How confident in math tasks: Understanding scientific tables presented in an article
How confident in math tasks: Solving an equation like 6x[sup]2[/sup]+5=29
How confident in math tasks: Finding the actual distance between two places on a map with a 1?10,000 scale
How confident in math tasks: Solving an equation like 2(x+3) = (x+3)(x-3)
How confident in math tasks: Calculating the power consumption of an electronic appliance per week
How confident in math tasks: Solving an equation like 3x+5=17
How confident in math tasks: Extracting mathematical information from diagrams, graphs, or simulations
How confident in math tasks: Interpreting mathematical solutions in the context of a real-life challenge
How confident in math tasks: Using the concept of statistical variation to make a decision
How confident in math tasks: Identifying mathematical aspects of a real-world problem
How confident in math tasks: Identifying constraints and assumptions behind mathematical modelling
How confident in math tasks: Representing a situation mathematically using variables, symbols, or diagrams
How confident in math tasks: Evaluating the significance of observed patterns in data
How confident in math tasks: Coding/programming computers
How confident in math tasks: Working with computer mathematics systems (e.g. spreadsheets, programming software, graphing calculators)
How confident in math tasks: Calculating the properties of an irregularly shaped object
How familiar are you with the following mathematical terms: Divisor
How familiar are you with the following mathematical terms: Area of a circle
How familiar are you with the following mathematical terms: [Subjunctive scaling]
How familiar are you with the following mathematical terms: Congruent figures
How familiar are you with the following mathematical terms: Linear equation
How familiar are you with the following mathematical terms: Pythagorean theorem
How familiar are you with the following mathematical terms: Linear inequalities
How familiar are you with the following mathematical terms: Complex number
How familiar are you with the following mathematical terms: Exponential function
How familiar are you with the following mathematical terms: Probability
How familiar are you with the following mathematical terms: [Declarative fraction]
How familiar are you with the following mathematical terms: 3-dimensional geometry
Agree/disagree: I often worry that it will be difficult for me in mathematics classes.
Agree/disagree: I get very tense when I have to do mathematics homework.
Agree/disagree: I get very nervous doing mathematics problems.
Agree/disagree: I feel helpless when doing a mathematics problem.
Agree/disagree: I worry that I will get poor [marks] in mathematics.
Agree/disagree: I feel anxious about failing in mathematics.
This school year, how often: I actively participated in group discussions during mathematics class.
This school year, how often: I paid attention when my mathematics teacher was speaking.
This school year, how often: I put effort into my assignments for mathematics class.
This school year, how often: I gave up when I did not understand the mathematics material that was being taught.
This school year, how often: I made time to learn the material for mathematics class.
This school year, how often: I asked questions when I did not understand the mathematics material that was being taught.
This school year, how often: I lost interest during mathematics lessons.
This school year, how often: I tried to connect new material to what I have learned in previous mathematics lessons.
This school year, how often: I started my work on mathematics assignments right away.
Agree/disagree: Mathematics is one of my favourite subjects.
Agree/disagree: [Test language] is one of my favourite subjects.
Agree/disagree: [Science] is one of my favourite subjects.
Agree/disagree: Mathematics is easy for me.
Agree/disagree: [Test language] is easy for me.
Agree/disagree: [Science] is easy for me.
Agree/disagree: I want to do well in my mathematics class.
Agree/disagree: I want to do well in my [test language] class.
Agree/disagree: I want to do well in my [science] class.
Agree/disagree: Your intelligence is something about you that you cannot change very much.
Agree/disagree: Some people are just not good at mathematics, no matter how hard they study.
Agree/disagree: Some people are just not good in [test language], no matter how hard they study.
Agree/disagree: Your creativity is something about you that you cannot change very much.
How much time spent on homework in: Mathematics homework
How much time spent on homework in: [Test language] homework
How much time spent on homework in: [Science] homework
How much time spent on homework in: Total time for all homework in all subjects, including subjects not listed above
[Additional math instruction] received: One-on-one tutoring with a person
[Additional math instruction] received: Internet or computer tutoring with a programme or application
[Additional math instruction] received: Video-recorded instruction by a person
[Additional math instruction] received: Small group study or practice (2 to 7 students)
[Additional math instruction] received: Large group study or practice (8 or more students)
[Additional math instruction] received: I do not participate in [additional mathematics instruction]
How confident about doing: Coming up with creative ideas for school projects
How confident about doing: Being creative
How confident about doing: Telling creative stories
How confident about doing: Expressing your ideas creatively
How confident about doing: Making creative drawings
How confident about doing: Thinking of many good ideas for science experiments
How confident about doing: Inventing new things
How confident about doing: Thinking of many ideas for solving disagreements with people
How confident about doing: Addressing social problems like pollution
How confident about doing: Coming up with many good ideas for helping people in need
Agree/disagree: My teachers give me enough time to come up with creative solutions on assignments.
Agree/disagree: My teachers value students' creativity.
Agree/disagree: The activities we do in my classes help me think about new ways to solve problems.
Agree/disagree: My mathematics assignments require me to come up with different solutions for a problem.
Agree/disagree: My teachers encourage me to come up with original answers.
Agree/disagree: At school, I am given a chance to express my ideas.
Agree/disagree: My friends are open to new ideas.
Agree/disagree: My friends and I give one another feedback about our ideas.
Agree/disagree: My friends and I encourage each other to come up with new ideas.
Agree/disagree: My family encourages me to try new things.
Agree/disagree: At home, I am encouraged to use my imagination.
Agree/disagree: Discussions I have at home help me come up with new ideas.
In your school, how often participate in: Art classes/activities (e.g. painting, drawing)
In your school, how often participate in: Creative writing classes/activities
In your school, how often participate in: Music classes/activities (e.g. chorus, band)
In your school, how often participate in: Debate [club]
In your school, how often participate in: Dramatics, theatre class/activities
In your school, how often participate in: Publications (e.g. newspaper, [yearbooks], literary magazine)
In your school, how often participate in: Science [club]
In your school, how often participate in: Computer programming classes/activities
Out of school, how often participate in: Art classes/activities (e.g. painting, drawing)
Out of school, how often participate in: Creative writing classes/activities
Out of school, how often participate in: Music classes/activities (e.g. chorus, band)
Out of school, how often participate in: Debate [club]
Out of school, how often participate in: Dramatics, theatre class/activities
Out of school, how often participate in: Publications (e.g. newspaper, [yearbooks], literary magazine)
Out of school, how often participate in: Science [club]
Out of school, how often participate in: Computer programming classes/activities
Agree/disagree: Doing something creative satisfies me.
Agree/disagree: I am very creative.
Agree/disagree: I like creating stories.
Agree/disagree: I like games that challenge my creativity.
Agree/disagree: I enjoy projects that require creative solutions.
Agree/disagree: I enjoy thinking about new ways to solve problems.
Agree/disagree: I enjoy solving complex problems.
Agree/disagree: I like school work that is challenging.
Agree/disagree: I can suggest several solutions to problems.
Agree/disagree: I enjoy learning new things.
Agree/disagree: I enjoy creating art.
Agree/disagree: I enjoy artistic activities.
Agree/disagree: I express myself through art.
Agree/disagree: I reflect on movies I watch.
Agree/disagree: I see beauty in everyday things.
Agree/disagree: I have difficulty using my imagination.
Agree/disagree: I often get lost in thought.
Agree/disagree: Coming up with new ideas is satisfying to me.
Agree/disagree: I have a good imagination.
Agree/disagree: I would get bored doing the same thing every day.
Agree/disagree: I like to be spontaneous.
Agree/disagree: I would like to travel to places I have never been.
In last 3 years, did school close because: Because of COVID-19
In last 3 years, did school close because: For another reason (e.g. a natural disaster, strikes or demonstrations, air pollution)
During COVID closures, how often: Sent you learning materials to study on your own
During COVID closures, how often: Sent you assignments
During COVID closures, how often: Uploaded material on a learning management system or school learning platform (e.g. [Blackboard®], [Edmodo®], [Moodle®], [Google® Classroom™])
During COVID closures, how often: Checked in with you to ensure that you were completing your assignments
During COVID closures, how often: Offered live virtual classes on a video communication program (e.g. Zoom™, Skype™, Google® Meet™, Microsoft® Teams)
During COVID closures, how often: Asked you to submit completed school assignments
During COVID closures, how often: Gave you helpful tips about how to study on your own
During COVID closures, how often: Checked in with you to ask how you were feeling
During COVID closures, which of the following digital devices did you use most often for your school work?
During COVID closures, how much learned compared to typical week of in person school?
During COVID closures, how often use: Paper textbooks, workbooks, or worksheets
During COVID closures, how often use: Digital textbooks, workbooks, or worksheets
During COVID closures, how often use: Real-time lessons by a teacher from my school on a video communication program (e.g. ZoomTM, SkypeTM, Google® Meet™, Microsoft® Teams)
During COVID closures, how often use: Real time lessons by a private tutor on a video communication program (e.g. Zoom™, Skype™, Google® Meet™, Microsoft® Teams)
During COVID closures, how often use: Recorded lessons or other digital material provided by teachers from my school
During COVID closures, how often use: Recorded lessons or other digital material from other sources (e.g. Khan Academy®, Coursera®)
During COVID closures, how often use: Lessons broadcast over television or radio
During COVID closures, how often problems with: Problems with access to a digital device when I needed it
During COVID closures, how often problems with: Problems with Internet access
During COVID closures, how often problems with: Problems with access to school supplies (e.g. paper, pencil)
During COVID closures, how often problems with: Problems with finding a quiet place to study
During COVID closures, how often problems with: Problems finding time to study because I had household responsibilities
During COVID closures, how often problems with: Problems with motivating myself to do school work
During COVID closures, how often problems with: Problems with understanding my school assignments
During COVID closures, how often problems with: Problems with finding someone who could help me with my school work
During COVID closures, how often did family member: Help you with your school work
During COVID closures, how often did family member: Ask you what you were learning
During COVID closures, how often did family member: Help you create a learning schedule
During COVID closures, how often did family member: Help you access learning materials online
During COVID closures, how often did family member: Check whether you were completing your school assignments
During COVID closures, how often did family member: Explain new content to you
During COVID closures, how often did family member: Help you find additional learning resources
During COVID closures, how often did family member: Teach you additional topics not part of your school assignments
During COVID closures, agree/disagree: I felt lonely.
During COVID closures, agree/disagree: I enjoyed learning by myself.
During COVID closures, agree/disagree: My teachers were available when I needed help (e.g. through virtual office hours, email, chat).
During COVID closures, agree/disagree: I felt anxious about school work.
During COVID closures, agree/disagree: I was motivated to learn.
During COVID closures, agree/disagree: I fell behind in my school work.
During COVID closures, agree/disagree: I improved my skills in using digital devices for learning purposes.
During COVID closures, agree/disagree: My teachers were well prepared to provide instruction remotely.
During COVID closures, agree/disagree: I was well prepared to learn on my own.
During COVID closures, agree/disagree: I missed sports and other physical activities organised by my school.
Confident can do in future: Using a learning management system or school learning platform (e.g. Blackboard®, Edmodo®, Moodle®, Google® Classroom™)
Confident can do in future: Using a video communication program (e.g. Zoom™, Skype™, Google® Meet™, Microsoft® Teams)
Confident can do in future: : Finding learning resources online on my own
Confident can do in future: Planning when to do school work on my own
Confident can do in future: Motivating myself to do school work
Confident can do in future: Focusing on school work without reminders
Confident can do in future: Completing school work independently
Confident can do in future: Assessing my progress with learning
Overall, how prepared feel for learning on own if school building closed again for extended period the future?
How often use at school: Desktop or laptop computer
How often use at school: Smartphone (i.e. mobile phone with internet access)
How often use at school: [Tablet device] (e.g. [iPad®], [Galaxy Book®],) or [e-book reader] (e.g. [Amazon Kindle™], [Kobo®])
How often use at school: Internet access (except on smartphones)
How often use at school: School portal (to consult timetable, absences, etc.)
How often use at school: Educational software, games or apps, other learning tools (e.g. [CK-12™] or [Mathalicious®] online support)
How often use at school: A learning management system or school learning platform (e.g. [Blackboard®], [Edmodo®], [Moodle®], [Google® Classroom™])
How often use out of school: Desktop or laptop computer
How often use out of school: Smartphone (i.e. mobile phone with Internet access)
How often use out of school: Tablet device (e.g.iPad®, Galaxy Book®,) or e-book reader (e.g., Amazon® Kindle™, Kobo®)
How often use out of school: Internet access (except on smartphones)
How often use out of school: Educational software, games or Apps, other learning tools (e.g. CK-12™ or Mathalicious® online support)
How often use out of school: Video or online games (e.g. used with game consoles such as a Play Station 4® or Nintendo Wii®, online gaming platforms such as Steam® or gaming Apps such as Angry Birds®)
Agree/disagree: There are enough [digital resources] for every student at my school.
Agree/disagree: There are enough digital devices with access to the Internet at my school.
Agree/disagree: The school's Internet speed is sufficient.
Agree/disagree: [Digital resources] function properly at my school.
Agree/disagree: [Digital resources] are easily accessible within the classroom.
Agree/disagree: Digital learning resources available at my school make learning interesting.
Agree/disagree: The school provides sufficient technical support to help students in their use of [digital resources].
Agree/disagree: Teachers at my school have the necessary skills to use digital devices during instruction.
Agree/disagree: Teachers at my school are willing to use [digital resources] for teaching.
How often use [digital resources] in lessons in: [Test language]
How often use [digital resources] in lessons in: [Mathematics]
How often use [digital resources] in lessons in: [Science]
How often use [digital resources] in lessons in: [Computer science], [information technology], [informatics] or similar lessons.
How often used [digital resources] to: Create a multi-media presentation with pictures, sound or video
How often used [digital resources] to: Write or edit text for a school assignment (e.g. using [Google® Docs™], [Microsoft® Word])
How often used [digital resources] to: Find information online about real-world problems or phenomena (e.g. climate change, oil spills, measuring the height of a building)
How often used [digital resources] to: Collect and record data (e.g. using data loggers, [Microsoft® Access™], [Google® Forms], spreadsheets)
How often: used [digital resources] to: Analyse data that you have collected yourself (e.g. using [Microsoft® Excel™])
How often used [digital resources] to: Report or share your results from your own experiments or investigations
How often used [digital resources] to: Plan and manage work or projects (e.g. dividing tasks, managing deadlines)
How often used [digital resources] to: Track the progress of your own work projects
How often used [digital resources] to: Collaborate with other students to create digital content (e.g. presentation, etc.)
How often used [digital resources] to: Play digital learning games (e.g. [Atlantis Remixed], [Duolingo®])
How often used [digital resources] to: Read or listen to feedback sent by my teachers regarding my work and academic results
How often used [digital resources] to: Read or listen to feedback sent by other students on my work
How often used [digital resources] to: Read or listen to feedback automatically selected for me by an educational software or app
How often used [digital resources] to: Work on drill and practice exercises using an educational software or app
How often used [digital resources] to: See my grades or results from specific assignments (e.g. homework or tests)
How often used [digital resources] to: Browse the Internet for schoolwork (e.g. for preparing an essay or presentation)
How often used [digital resources] to: Browse the Internet to follow up lessons (e.g. for finding explanations)
How often used [digital resources] to: Receive or download assignments or instructions (via [digital resources]) from my teacher
How often used [digital resources] to: Upload my work (e.g. documents or presentations) to a school portal or another platform to share materials with my teacher and/or students
How often used [digital resources] to: Communicate with my teacher
How often used [digital resources] to: Communicate with other students about schoolwork
How often used [digital resources] to: Search for information on school-related activities or assignments
How often: I use [digital resources] for simple calculations.
How often: I use [digital resources] to solve equations.
How often: I use [digital resources] for simulations and modelling (e.g. [GeoGebra], [NetLogo]), virtual laboratories (e.g. [Labster]).
How often: I use [digital resources] for coding or algorithm activities (e.g. using [Scratch], etc.)
How much time spent: Play video-games (using my smartphone, a gaming console or an online platform or apps)
How much time spent: Browse social networks (e.g. [Instagram®], [Facebook®])
How much time spent: Browse the Internet (excluding social networks) for fun (e.g. reading news, listening to podcasts and music or watching videos)
How much time spent: Look for practical information online (e.g. find a place, book a train ticket, buy a product)
How much time spent: Communicate and share digital content on social networks or any communication platform (e.g. [Facebook®], [Instagram®], [Twitter®], emails, chat)
How much time spent: Read, listen to or view informational materials to learn how to do something (e.g. tutorial, podcast)
How much time spent: Create or edit my own digital content (pictures, videos, music, videos, computer programs)
How much time using [digital resources] to: Play video-games (using my smartphone, a gaming console or an online platform or apps)
How much time using [digital resources] to: Browse social networks (e.g. Instagram®, Facebook®)
How much time using [digital resources] to: Browse the Internet (excluding social networks) for fun (e.g. reading news, listening to podcasts and music or watching videos)
How much time using [digital resources] to: Look for practical information online (e.g. find a place, book a train ticket, buy a product)
How much time using [digital resources] to: Communicate and share digital content on social networks or any communication platform (e.g. Facebook®, Instagram®, Twitter®, emails, chat)
How much time using [digital resources] to: Read, listen to or view informational materials to learn how to do something (e.g. tutorial, podcast)
How much time using [digital resources] to: Create or edit my own digital content (pictures, videos, music, videos, computer programs)
Agree/disagree: Students should not be allowed to bring mobile phones to class.
Agree/disagree: Students should not be allowed to bring their own laptop (or tablet device) to class.
Agree/disagree: Students should collaborate with teachers to decide on the rules regarding the use of digital devices during lessons.
Agree/disagree: The school should set up filters to prevent students from going on social media.
Agree/disagree: The school should set up filters to prevent students from playing games online.
Agree/disagree: Teachers should monitor what students do on their laptops.
Agree/disagree: I trust what I read online.
Agree/disagree: When searching for information online I compare different sources.
Agree/disagree: I check the accuracy of online information before sharing it on social networks.
Agree/disagree: I discuss the accuracy of online information with my teachers or in class.
Agree/disagree: I discuss the accuracy of online information with friends or other students.
Agree/disagree: I discuss the accuracy of online information with my parents (or family).
Agree/disagree: I try to flag wrong information when I encounter it online.
Agree/disagree: I share made-up information on social networks without flagging its inaccuracy.
How upset were you when: Encountering content online that was inappropriate for my age
How upset were you when: Encountering discriminatory content online (e.g. about race, gender, sexual orientation or physical appearance)
How upset were you when: Receiving unkind, vulgar or offending messages, comments or videos
How upset were you when: Information about me was publicly displayed online without my consent
Agree/disagree: I am interested in learning more about [digital resources].
Agree/disagree: I am interested in learning [computer programming].
Agree/disagree: I am interested in learning [digital resources] because it could be useful in a job.
Can do with [digital resources]: Search for and find relevant information online
Can do with [digital resources]: Assess the quality of information you found online
Can do with [digital resources]: Share practical information with a group of students
Can do with [digital resources]: Collaborate with other students on a group assignment
Can do with [digital resources]: Explain to other students how to share digital content online or on a school platform
Can do with [digital resources]: Write or edit text for a school assignment
Can do with [digital resources]: Collect and record data (e.g. using data loggers, [Microsoft® Access™], [Google® Forms], spreadsheets)
Can do with [digital resources]: Create a multi-media presentation (with sound, pictures, or video)
Can do with [digital resources]: Create, update and maintain a webpage or a blog
Can do with [digital resources]: Change the settings of a device or app in order to protect my data and privacy
Can do with [digital resources]: Select the most efficient programme or app that allows me to carry out a specific task
Can do with [digital resources]: Create a computer program (e.g., in [Scratch®], [Python®], [Java®])
Can do with [digital resources]: Identify the source of an error in a software after considering a list of potential causes
Can do with [digital resources]: Break down a problem and represent a solution as a series of logical steps, such as an algorithm
How much effort did you put into this test? (after cognitive assessment)
How much effort would you have invested? (after cognitive assessment)
ISCO-08 Occupation code - Mother
ISCO-08 Occupation code - Father
ISCO-08 Occupation code - Self
Unique national study programme code
Students' age
Grade compared to modal grade in country
Levels of education programmes (ISCED 2011)
Index on immigrant background (OECD definition)
Student's country of birth
Student mother's country of birth
Student father's country of birth
Language spoken at home
Grade repetition
Skipping classes or days of school
Arriving late for school stricter definition
Exercise or practice a sport before or after school
Studying for school or homework before or after school
Working for pay before or after school
Working in household/take care of family members before or after school
Highest expected educational level
Preference of Math over other core subjects
Perception of Mathematics as easier than other subjects
Motivation to do well in mathematics
Duration in early childhood education and care
Expected occupation status (free response)- 4 digits
Clear idea about future job
Quality of student-teacher relationships (WLE)
Sense of belonging (WLE)
Being bullied (WLE)
Perseverance (agreement) (WLE)
Curiosity (agreement) (WLE)
Cooperation (agreement) (WLE)
Empathy (agreement) (WLE)
Assertiveness (agreement) (WLE)
Stress resistance (agreement) (WLE)
Emotional control (agreement) (WLE)
Growth Mindset (WLE)
Family support (WLE)
Disciplinary climate in mathematics (WLE)
Mathematics Teacher Support (WLE)
Cognitive activation in mathematics: Foster reasoning Version B (WLE)
Cognitive activation in mathematics: Encourage mathematical thinking Version B (WLE)
Exposure to Formal and Applied Mathematics Tasks (WLE)
Exposure to Mathematical Reasoning and 21st century mathematics tasks (WLE)
Mathematics self-efficacy: formal and applied mathematics (WLE)
Mathematics self-efficacy: mathematical reasoning and 21st century skills (WLE)
Subjective familiarity with mathematics concepts (WLE)
Mathematics Anxiety (WLE)
Effort and Persistence in Mathematics (WLE)
Creative self-efficacy (WLE)
Creative school and class environment (WLE)
Creative peers and family environment (WLE)
Creative Activities at school (WLE)
Creative Activities outside of school (WLE)
Creativity and Openness to Intellect TBD (WLE)
Openness to Art and Reflection TBD (WLE)
School actions/activities to sustain learning (WLE)
Problems with self-directed learning (WLE)
Family support for self-directed learning (WLE)
Feelings about learning at home (WLE)
Self-directed learning self-efficacy (WLE)
Mother’s level of education (ISCED)
Father’s level of education (ISCED)
Highest level of education of parents (ISCED)
Index highest parental education (international years of schooling scale)
Mother’s occupational status (ISEI) based on 4-digit human coded ISCO
Father’s occupational status (ISEI) based on 4-digit human coded ISCO
Highest parental occupational status (ISEI) based on 4-digit human coded ISCO
ICT Resources (WLE)
Home possessions (WLE)
Index of economic, social and cultural status
ICT Use at School (WLE)
Availability and Usage of ICT at School
ICT Use Outside School (WLE)
Availability and Usage of ICT at Home
Quality of access to ICT (WLE)
Subject-related ICT Use During Lessons (WLE)
Use of ICT in enquiry-based learning activities (WLE)
Support or feedback via ICT (WLE)
Use of ICT for school activities outside of the classroom (WLE)
Frequency of ICT activity (weekday) (WLE)
Frequency of ICT activity (weekend) (WLE)
Views of regulated ICT use in school (WLE)
Students’ practices regarding online information (WLE)
Distress from online content and cyberbullying
Self-efficacy in digital competencies (WLE)
Parental Involvement (WLE)
School quality (WLE)
School Policies for Parental Involvement (WLE)
Parents' Attitudes towards Immigrants (WLE)
Parent’s expectations in child’s career
Creative Home Environment (WLE)
Participation of Creative Activities Outside of School (WLE)
Creativity and Openness to Intellect (WLE)
Openness to creativity: Other’s report (WLE)
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT WEIGHT
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 1
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 2
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 3
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 4
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 5
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 6
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 7
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 8
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 9
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 10
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 11
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 12
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 13
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 14
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 15
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 16
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 17
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 18
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 19
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 20
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 21
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 22
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 23
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 24
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 25
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 26
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 27
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 28
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 29
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 30
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 31
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 32
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 33
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 34
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 35
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 36
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 37
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 38
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 39
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 40
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 41
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 42
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 43
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 44
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 45
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 46
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 47
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 48
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 49
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 50
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 51
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 52
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 53
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 54
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 55
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 56
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 57
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 58
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 59
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 60
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 61
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 62
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 63
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 64
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 65
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 66
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 67
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 68
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 69
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 70
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 71
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 72
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 73
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 74
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 75
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 76
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 77
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 78
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 79
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 80
SCHOOL BASE WEIGHT
TRIMMED SCHOOL BASE WEIGHT
NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT
GRADE NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT
WITHIN-SCHOOL STUDENT WEIGHT
FULL SAMPLE STUDENT BASEWEIGHT
NONRESPONSE ADJUSTED STUDENT WEIGHT
REP_BWGT: RANDOMLY ASSIGNED UNIT NUMBER
RANDOMIZED FINAL VARIANCE STRATUM (1-80)
Plausible Value 1 in Mathematics
Plausible Value 2 in Mathematics
Plausible Value 3 in Mathematics
Plausible Value 4 in Mathematics
Plausible Value 5 in Mathematics
Plausible Value 6 in Mathematics
Plausible Value 7 in Mathematics
Plausible Value 8 in Mathematics
Plausible Value 9 in Mathematics
Plausible Value 10 in Mathematics
Plausible Value 1 in Reading
Plausible Value 2 in Reading
Plausible Value 3 in Reading
Plausible Value 4 in Reading
Plausible Value 5 in Reading
Plausible Value 6 in Reading
Plausible Value 7 in Reading
Plausible Value 8 in Reading
Plausible Value 9 in Reading
Plausible Value 10 in Reading
Plausible Value 1 in Science
Plausible Value 2 in Science
Plausible Value 3 in Science
Plausible Value 4 in Science
Plausible Value 5 in Science
Plausible Value 6 in Science
Plausible Value 7 in Science
Plausible Value 8 in Science
Plausible Value 9 in Science
Plausible Value 10 in Science
Plausible Value 1 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 2 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 3 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 4 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 5 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 6 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 7 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 8 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 9 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 10 in Content Subscale of Mathematics - Change and Relationships
Plausible Value 1 in Content Subscale of Mathematics - Quantity
Plausible Value 2 in Content Subscale of Mathematics - Quantity
Plausible Value 3 in Content Subscale of Mathematics - Quantity
Plausible Value 4 in Content Subscale of Mathematics - Quantity
Plausible Value 5 in Content Subscale of Mathematics - Quantity
Plausible Value 6 in Content Subscale of Mathematics - Quantity
Plausible Value 7 in Content Subscale of Mathematics - Quantity
Plausible Value 8 in Content Subscale of Mathematics - Quantity
Plausible Value 9 in Content Subscale of Mathematics - Quantity
Plausible Value 10 in Content Subscale of Mathematics - Quantity
Plausible Value 1 in Content Subscale of Mathematics - Space and Shape
Plausible Value 2 in Content Subscale of Mathematics - Space and Shape
Plausible Value 3 in Content Subscale of Mathematics - Space and Shape
Plausible Value 4 in Content Subscale of Mathematics - Space and Shape
Plausible Value 5 in Content Subscale of Mathematics - Space and Shape
Plausible Value 6 in Content Subscale of Mathematics - Space and Shape
Plausible Value 7 in Content Subscale of Mathematics - Space and Shape
Plausible Value 8 in Content Subscale of Mathematics - Space and Shape
Plausible Value 9 in Content Subscale of Mathematics - Space and Shape
Plausible Value 10 in Content Subscale of Mathematics - Space and Shape
Plausible Value 1 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 2 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 3 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 4 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 5 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 6 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 7 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 8 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 9 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 10 in Content Subscale of Mathematics - Uncertainty and Data
Plausible Value 1 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 2 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 3 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 4 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 5 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 6 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 7 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 8 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 9 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 10 in Process Subscale of Mathematics - Employing Mathematical Concepts, Facts, and Procedures
Plausible Value 1 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 2 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 3 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 4 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 5 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 6 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 7 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 8 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 9 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 10 in Process Subscale of Mathematics - Formulating Situations Mathematically
Plausible Value 1 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 2 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 3 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 4 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 5 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 6 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 7 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 8 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 9 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 10 in Process Subscale of Mathematics - Interpreting, Applying, and Evaluating Mathematical Outcomes
Plausible Value 1 in Process Subscale of Mathematics - Reasoning
Plausible Value 2 in Process Subscale of Mathematics - Reasoning
Plausible Value 3 in Process Subscale of Mathematics - Reasoning
Plausible Value 4 in Process Subscale of Mathematics - Reasoning
Plausible Value 5 in Process Subscale of Mathematics - Reasoning
Plausible Value 6 in Process Subscale of Mathematics - Reasoning
Plausible Value 7 in Process Subscale of Mathematics - Reasoning
Plausible Value 8 in Process Subscale of Mathematics - Reasoning
Plausible Value 9 in Process Subscale of Mathematics - Reasoning
Plausible Value 10 in Process Subscale of Mathematics - Reasoning
Senate Weight (sum of 5000 per country)
Lesefähigkeit
Notensystem
Bitte geben Sie die Zeugnisnoten in dem Fach Deutsch am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Mathematik am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Biologie am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Physik am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Chemie am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Naturwissenschaften (Nawi) am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Bitte geben Sie die Zeugnisnoten in dem Fach Englisch am Ende des 1. Schulhalbjahres 2021/2022 in die entsprechenden Spalten ein.
Who will complete this questionnaire? Mother or other female guardian
Who will complete this questionnaire? Father or other male guardian
How often someone in home does? Discuss how well my child is doing at school
How often someone in home does? Eat [the main meal] with my child around a table
How often someone in home does? Spend time just talking to my child
How often someone in home does? Discuss political or social issues with my child
How often someone in home does? Talk to my child about the importance of [completing ISCED 3]
How often: someone in home does? Talk to my child about any problems he/she may have at school
How often someone in home does? Ask my child about how he/she is getting along with other students at school
How often someone in home does? Encourage my child to get good [marks]
How often someone in home does? Take an interest in what my child is learning at school
How often someone in home does? Talk to my child about his/her future education
How often someone in home does? Ask my child what he/she did in school that day
How often someone in home does? Help my child with his/her mathematics homework
How often someone in home does? Obtain mathematics materials (e.g. applications, software, study guides etc.) for my child
How often someone in home does? Discuss with my child how mathematics can be applied in everyday life
Which of the following statements best describes the schooling available to students in your location?
When choosing school, how important: The school is at a short distance to home.
When choosing school, how important: The school has a good reputation.
When choosing school, how important: The school offers particular courses or school subjects.
When choosing school, how important: The school adheres to a particular [religious philosophy].
When choosing school, how important: The school has a particular approach to [pedagogy/didactics, e.g. example].
When choosing school, how important: Other family members attended the school.
When choosing school, how important: Expenses are low (e.g. tuition, books, room and board).
When choosing school, how important: The school has financial aid available, such as a school loan, scholarship, or grant.
When choosing school, how important: The school has an active and pleasant school climate.
When choosing school, how important: The academic achievements of students in the school are high.
When choosing school, how important: There is a safe school environment.
When choosing school, how important: The school has an international student body.
When choosing school, how important: The school offers exchange programmes with schools in other countries.
When choosing school, how important: The school has a focus on foreign language instruction.
Agree/disagree? Most of my child’s school teachers seem competent and dedicated.
Agree/disagree? Standards of achievement are high in my child’s school.
Agree/disagree? I am happy with the content taught and the instructional methods used in my child’s school.
Agree/disagree? I am satisfied with the disciplinary atmosphere in my child’s school.
Agree/disagree? My child’s progress is carefully monitored by the school.
Agree/disagree? My child’s school provides regular and useful information on my child’s progress.
Agree/disagree? My child’s school does a good job in educating students.
Agree/disagree? My child’s school provides an inviting atmosphere for parents to get involved.
Agree/disagree? My child’s school provides effective communication between the school and families.
Agree/disagree? My child’s school involves parents in the school’s decision-making process.
Agree/disagree? My child’s school offers parent education (e.g. [courses on family literacy]) or family support programmes (e.g. [to assist with health, nutrition]).
Agree/disagree? My child’s school informs families about how to help students with homework and other school-related activities.
Agree/disagree? My child’s school cooperates with [community services] to strengthen school programmes and student development.
Last year, have you? Discussed my child’s behaviour with a teacher on my own initiative.
Last year, have you? Discussed my child’s behaviour on the initiative of one of his/her teachers.
Last year, have you? Discussed my child’s progress with a teacher on my own initiative.
Last year, have you? Discussed my child’s progress on the initiative of one of their teachers.
Last year, have you? Participated in local school government, e.g. parent council or school management committee.
Last year, have you? Volunteered in physical or extra-curricular activities (e.g. building maintenance, carpentry, gardening or yard work, school play, sports, field trip)
Last year, have you? Volunteered to support school activities (volunteered in the school library, media centre, or canteen, assisted a teacher, appeared as a guest speaker)
Last year, have you? Attended a scheduled meeting or conferences for parents.
Last year, have you? Talked about how to support learning at home and homework with my child’s teachers.
Last year, have you? Exchanged ideas on parenting, family support, or the child’s development with my child’s teachers.
Last year, was your participation at child’s school hindered by? The meeting times were inconvenient.
Last year, was your participation at child’s school hindered by? I was not able to get off from work.
Last year, was your participation at child’s school hindered by? I had no one to take care of my child/ children.
Last year, was your participation at child’s school hindered by? The way to school is unsafe.
Last year, was your participation at child’s school hindered by? I had problems with transportation.
Last year, was your participation at child’s school hindered by? I felt unwelcome at my child’s school.
Last year, was your participation at child’s school hindered by? I feel generally awkward in a school.
Last year, was your participation at child’s school hindered by? My [language skills] were not sufficient.
Last year, was your participation at child’s school hindered by? I think participation is not relevant for my child’s development.
Last year, was your participation at child’s school hindered by? I do not know how I could participate in school activities.
Last year, was your participation at child’s school hindered by? My child does not want me to participate.
Prior to [grade 1 in ISCED 1], did child attend: Supervision and care (e.g. [national examples])
Prior to [grade 1 in ISCED 1], did child attend: Early childhood educational development (e.g. [national examples])
Prior to [grade 1 in ISCED 1], did child attend: Pre-primary education (e.g. [national examples])
In the last twelve months, about how much would you have paid to educational providers for services?
What is your annual household income?
How many languages, including the language(s) you speak at home, do you speak well enough to converse with others?
Agree/disagree: Immigrant children should have the same opportunities for education that other children in the country have.
Agree/disagree: Immigrants who live in a country for several years should have the opportunity to vote in elections.
Agree/disagree: Immigrants should have the opportunity to continue their own customs and lifestyle.
Agree/disagree: Immigrants should have all the same rights that everyone else in the country has.
During [ISCED 1], did child attend: [Enrichment lessons] in [test language]
During [ISCED 1], did child attend: [Remedial lessons] in [test language]
During [ISCED 1], did child attend: [Enrichment lessons] in mathematics
During [ISCED 1], did child attend: [Remedial lessons] in mathematics
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Up to age 1
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 1
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 2
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 3
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 4
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 5
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 6
Prior to [grade 1 in ISCED 1], ages child attended [early childhood education and care arrangement]: Age 7
What was the most important reason why your child attended an [early childhood education and care arrangement]?
How many hours per week did your child attend a [early childhood education and care arrangement] at age of three years?
Which qualification do you expect your child to complete? Completion of a special education (grade 5 to 10)
Which qualification do you expect your child to complete? Lower secondary school degree or comparable degree (e.g. 'Mittelschulabschluss' (Bavaria), vocational training entrance qualification, 'Volksschulabschluss')
Which qualification do you expect your child to complete? Intermediate secondary school degree (e.g. 'Realschulabschluss' or comparable degree)
Which qualification do you expect your child to complete? Abitur/general or subject-specific higher education entrance qualification, university of applied sciences entrance qualification
Which qualification do you expect your child to complete? Graduation from a health care school: 2 to 3 years (e.g. health and nursing professions)
Which qualification do you expect your child to complete? Graduation from an apprenticeship or school-based vocational training
Which qualification do you expect your child to complete? Master craftsmen diploma
Which qualification do you expect your child to complete? Graduation from a trade and technical school, vocational school
Which qualification do you expect your child to complete? Bachelor's or comparable degree
Which qualification do you expect your child to complete? Master's or comparable degree
Which qualification do you expect your child to complete? PhD / doctoral degree
Agree/disagree: In our family, we encourage participating in extracurricular activities that require creativity.
Agree/disagree: At home, we are open to new ideas.
Agree/disagree: At home, we encourage trying new things
Agree/disagree: At home, we encourage being imaginative.
Agree/disagree: Discussions we have at home help with developing new ideas.
Agree/disagree: At home, we create works of art together (e.g. paintings, sculptures).
Agree/disagree: At home, we discuss the books we are reading.
Agree/disagree: At home, we try to fix things that are broken.
Agree/disagree: At home, we discuss different solutions to social problems (e.g. unemployment, pollution).
Out of school, how often child does: Art classes/activities (e.g. painting, drawing)
Out of school, how often child does: Creative writing classes/activities
Out of school, how often child does: Music classes/activities (e.g. chorus, band)
Out of school, how often child does: Debate [club]
Out of school, how often child does: Dramatics, theatre class/activities
Out of school, how often child does: Publications (e.g. newspaper, [yearbooks], literary magazine)
Out of school, how often child does: Science [club]
Out of school, how often child does: Computer programming classes/activities
Agree/disagree: Creativity can be trained.
Agree/disagree: People can be creative if they keep trying.
Agree/disagree: Creativity stays consistent across your lifetime.
Agree/disagree: Creativity can only be expressed through the arts (e.g. drawing, music, writing).
Agree/disagree: There are many different ways to be creative.
Agree/disagree: It is possible to be creative in nearly any subject.
Agree/disagree: Creative ideas originate from sudden inspirations.
Agree/disagree: Creativity is a rare gift.
Agree/disagree: I enjoy solving complex problems
Agree/disagree: I like to be spontaneous
Agree/disagree: My child is very creative.
Agree/disagree: My child enjoys projects that require creative solutions.
Agree/disagree: My child enjoys solving complex problems.
Agree/disagree: My child enjoys learning new things.
Agree/disagree: My child enjoys artistic activities.
Agree/disagree: My child expresses him/herself through art.
Agree/disagree: My child has a good imagination
Agree/disagree: My child likes to be spontaneous.
How many [digital devices] with screens are there in your home?
How many books are there in your home?
Agree/disagree: It is important to have good mathematics knowledge and skills in order to get any good job in today's world.
Agree/disagree: Employers generally appreciate strong mathematics knowledge and skills among their employees.
Agree/disagree: Most jobs today require some mathematics knowledge and skills.
Agree/disagree: It is an advantage in the job market to have good mathematics knowledge and skills.
Please answer: Does anybody in your family (including you) work in a [mathematics-related career]?
Please answer: Does your child show an interest in working in a [mathematics-related career]?
Please answer: Do you expect your child will go into a [mathematics-related career]?
Please answer: Has your child shown interest in studying mathematics after completing [secondary school]?
Please answer: Do you expect your child will study mathematics after completing [secondary school]?
What is this parent's or guardian's main job?: Mother
What is this parent's or guardian's main job?:Father
What does the parent or guardian do in their main job?: Mother
What does the parent or guardian do in their main job?: Father
Is the child`s parent or guardian working as an employee or is she/he self-employed? Mother
Is the child`s parent or guardian working as an employee or is she/he self-employed? Father
At her/his job, does the child`s parent or guardian have any formal responsibility for supervising the work of other employees? Mother
At her/his job, does the child`s parent or guardian have any formal responsibility for supervising the work of other employees? Father
At what time does your child sleep and when does your child get up? 'On school days my child fell asleep at ____________
At what time does your child sleep and when does your child get up? On school days my child gets up at ____________
At what time does your child sleep and when does your child get up? On days off my child fell asleep at ____________
At what time does your child sleep and when does your child get up? On days off my child gets up at ____________
How much do you think each of the following can be changed: A person’s intelligence
How much do you think each of the following can be changed: A person’s mathematics skills
How much do you think each of the following can be changed: A person’s [test language] skills
How much do you think each of the following can be changed: A person’s creativity
How much do you think each of the following can be changed: A person’s social skills
How much do you think each of the following can be changed: A person’s self-confidence
Plausible Value 1 in Creative Thinking (Number Correct)
Plausible Value 2 in Creative Thinking (Number Correct)
Plausible Value 3 in Creative Thinking (Number Correct)
Plausible Value 4 in Creative Thinking (Number Correct)
Plausible Value 5 in Creative Thinking (Number Correct)
Plausible Value 6 in Creative Thinking (Number Correct)
Plausible Value 7 in Creative Thinking (Number Correct)
Plausible Value 8 in Creative Thinking (Number Correct)
Plausible Value 9 in Creative Thinking (Number Correct)
Plausible Value 10 in Creative Thinking (Number Correct)
Plausible Value 1 in Mathematics (CRT version)
Plausible Value 2 in Mathematics (CRT version)
Plausible Value 3 in Mathematics (CRT version)
Plausible Value 4 in Mathematics (CRT version)
Plausible Value 5 in Mathematics (CRT version)
Plausible Value 6 in Mathematics (CRT version)
Plausible Value 7 in Mathematics (CRT version)
Plausible Value 8 in Mathematics (CRT version)
Plausible Value 9 in Mathematics (CRT version)
Plausible Value 10 in Mathematics (CRT version)
Plausible Value 1 in Reading (CRT version)
Plausible Value 2 in Reading (CRT version)
Plausible Value 3 in Reading (CRT version)
Plausible Value 4 in Reading (CRT version)
Plausible Value 5 in Reading (CRT version)
Plausible Value 6 in Reading (CRT version)
Plausible Value 7 in Reading (CRT version)
Plausible Value 8 in Reading (CRT version)
Plausible Value 9 in Reading (CRT version)
Plausible Value 10 in Reading (CRT version)
Plausible Value 1 in Science (CRT version)
Plausible Value 2 in Science (CRT version)
Plausible Value 3 in Science (CRT version)
Plausible Value 4 in Science (CRT version)
Plausible Value 5 in Science (CRT version)
Plausible Value 6 in Science (CRT version)
Plausible Value 7 in Science (CRT version)
Plausible Value 8 in Science (CRT version)
Plausible Value 9 in Science (CRT version)
Plausible Value 10 in Science (CRT version)
Ich fühle mich auch bei der Nutzung digitaler Geräte gut, mit denen ich weniger vertraut bin.
Wenn Freundinnen, Freunde oder Verwandte neue digitale Geräte oder Anwendungen kaufen wollen, kann ich Ihnen Ratschläge geben.
Ich fühle mich gut, wenn ich zu Hause meine digitalen Geräte nutze.
Wenn sich ein Problem mit einem digitalen Gerät ergibt, denke ich, dass ich es lösen kann.
Wenn meine Freundinnen, Freunde oder Verwandte ein Problem mit einem digitalen Gerät haben, kann ich ihnen helfen.
Wenn ich neue Software (Programme) brauche, installiere ich sie selbst.
Um selbstständig zu sein, lese ich Informationen über digitale Geräte.
Ich nutze digitale Geräte so, wie ich sie nutzen möchte.
Wenn ich ein Problem mit einem digitalen Gerät habe, beginne ich es selbst zu lösen.
Wenn ich eine neue Anwendung brauche, wähle ich sie selbst aus.
Deutsch
Mathematik
Naturwissenschaften (z. B. Physik, Chemie, Biologie, Astronomie, angewandte Naturwissenschaften und Technik, Natur und Technik)
Gesellschaftskunde (z. B. Geschichte, Sozialkunde, Politik, Wirtschaft, Erdkunde)
Fremdsprachen (z. B. Englisch, Französisch, Latein, Spanisch)
Musik
Sport
Darstellende Kunst (z. B. Schauspiel, Tanzen, Chor, Band)
Bildende Kunst (z.B. Kunst-Unterricht, Fotografie, Kreatives Werken)
Angebote zum Fach Deutsch, z. B. Nachhilfe im Lesen oder Schreiben
Angebote zu Fremdsprachen, z. B. Englisch
Angebote zur Mathematik
Angebote zu Naturwissenschaften (Biologie, Chemie, Physik)
Angebote im Sport
Im Allgemeinen macht es mir Spaß, mich mit naturwissenschaftlichen Themen zu befassen.
Ich lese gerne etwas über Naturwissenschaften.
Ich beschäftige mich gerne mit naturwissenschaftlichen Problemen.
Ich eigne mir gerne neues Wissen in den Naturwissenschaften an.
Ich bin interessiert, Neues in den Naturwissenschaften zu lernen.
Sich im Unterricht in den Naturwissenschaften anzustrengen, zahlt sich aus, weil mir das bei der Arbeit, die ich später machen möchte, helfen wird.
Was ich in den Naturwissenschaften lerne, ist wichtig für mich, weil ich es für das brauche, was ich später machen möchte.
Für die Naturwissenschaften zu lernen, lohnt sich für mich, weil das Gelernte meine beruflichen Aussichten verbessern wird.
Viele Dinge, die ich in den Naturwissenschaften lerne, werden mir dabei helfen, einen Job zu bekommen.
Chemie
Biologie
Physik
Wir bekommen Gelegenheit, unsere Ideen zu erklären.
Wir führen praktische Experimente im Labor durch.
Wir werden aufgefordert, über naturwissenschaftliche Fragen zu diskutieren.
Die Schlussfolgerungen aus Experimenten beziehen unsere Begründungen ein.
Wir sollen Schlüsse aus einem Experiment ziehen, das wir durchgeführt haben.
Unsere Lehrkraft erklärt uns, wie ein im Unterricht erlerntes naturwissenschaftliches Prinzip auf eine Reihe verschiedener Phänomene angewendet werden kann (z. B. auf die Bewegung von Objekten oder auf Substanzen mit ähnlichen Eigenschaften).
Wir dürfen unsere eigenen Experimente entwickeln.
Wir diskutieren in der Klasse über Untersuchungen.
Unsere Lehrkraft erklärt uns deutlich die Wichtigkeit von naturwissenschaftlichen Konzepten für unser Leben.
Wir sollen eine Untersuchung durchführen, um Ideen zu überprüfen.
Wir werden ermutigt, naturwissenschaftliche Begründungen der anderen zu hinterfragen und kritisch zu beleuchten.
Ich probiere gerne Dinge aus, auch wenn nicht immer etwas dabei herauskommt.
Ich beschäftige mich nur mit Aufgaben, die lösbar sind.
Ich mag es, wenn unverhofft Überraschungen auftreten.
Ich lasse die Dinge gerne auf mich zukommen.
Ich habe es gerne, wenn die Dinge gleichmäßig verlaufen.
Ich warte geradezu darauf, dass etwas Aufregendes passiert.
Wenn um mich herum alles drunter und drüber geht, fühle ich mich so richtig wohl.