Schueler-ID (FDZ)
OECD country
Stratum ID (Bundesland, Foerderschule, Berufsschule) (FDZ)
International Grade
National Study Programme
Birth -Year
Gender
Attend <ISCED 0>
Age at <ISCED 1>
Repeat - <ISCED 1>
Repeat - <ISCED 2>
Truancy - Late for School
Truancy - Skip whole school day
Truancy - Skip classes within school day
At Home - Mother
At Home - Father
At Home - Brothers
At Home - Sisters
At Home - Grandparents
At Home - Others
(ST12) mothers occupation (ISCO Code) assessed in student Questionnaire
Berufliche Stellung der Mutter
Weisungsbefugnis der Mutter
Mother <Highest Schooling>
Mother Qualifications - PhD (ISCED 6)
Mother Qualifications - University degree, (ISCED 5A)
Mother Qualifications - University degree (ISCED 5A)
Mother Qualifications - Diploma of Profesional High School (ISCED 5B) (oder ein vergleichbarer Abschluss im Ausland)
Mother Qualifications - Abschluss an einer Fachoberschule/ Berufsschule/ Berufsfachschule/ Berufsoberschule/ Technischen Oberschule
Mother Qualifications - ISCED level 3B or C (oder ein vergleichbarer Abschluss im Ausland)
Mother Qualifications - Other (e.g. abroad)
Mother Current Job Status
(ST16) fathers occupation (ISCO Code) assessed in student Questionnaire
Berufliche Stellung des Vaters
Weisungsbefugnis des Vaters
Father <Highest Schooling>
Father Qualifications - PhD (ISCED 6)
Father Qualifications - University degree, (ISCED 5A)
Father Qualifications - University degree (ISCED 5A)
Father Qualifications - Diploma of Profesional High School (ISCED 5B) (oder ein vergleichbarer Abschluss im Ausland)
Father Qualifications - Abschluss an einer Fachoberschule/ Berufsschule/ Berufsfachschule/ Berufsoberschule/ Technischen Oberschule
Father Qualifications - ISCED level 3B or C (oder ein vergleichbarer Abschluss im Ausland)
Father Qualifications - Other (e.g. abroad)
Father Current Job Status
Country of Birth - Self
Country of Birth - Mother
Country of Birth - Father
Age of arrival in <country of test>
International Language at Home
Possessions - desk
Possessions - own room
Possessions - study place
Possessions - computer
Possessions - software
Possessions - Internet
Possessions - literature
Possessions - poetry
Possessions - art
Possessions - textbooks
Possessions - <technical reference books>
Possessions - dictionary
Possessions - dishwasher
Possessions - <DVD>
Possessions - Eine Spielkonsole (z.B. Playstation, Nintendo, X-Box, Wii)
Possessions - Einene Fernseher in Deinem Zimmer
Hoerbuecher
Possessions - One or more musical instruments
Possessions - An iPhone
Possessions - A digital video camera
How many - cellular phones
How many - televisions
How many - computers
How many - cars
How many - rooms bath or shower
How many books at home
Math Interest - Enjoy Reading
Instrumental Motivation - Worthwhile for Work
Math Interest - Look Forward to Lessons
Math Interest - Enjoy Maths
Instrumental Motivation - Worthwhile for Career Chances
Math Interest - Interested
Instrumental Motivation - Important for Future Study
Instrumental Motivation - Helps to Get a Job
Subjective Norms -Friends Do Well in Mathematics
Subjective Norms -Friends Work Hard on Mathematics
Subjective Norms - Friends Enjoy Mathematics Tests
Subjective Norms - Parents Believe Studying Mathematics Is Important
Subjective Norms - Parents Believe Mathematics Is Important for Career
Subjective Norms - Parents Like Mathematics
Math Self-Efficacy - Using a <Train Timetable>
Math Self-Efficacy - Calculating TV Discount
Math Self-Efficacy - Calculating Square Metres of Tiles
Math Self-Efficacy - Understanding Graphs in Newspapers
Math Self-Efficacy - Solving Equation 1
Math Self-Efficacy - Distance to Scale
Math Self-Efficacy - Solving Equation 2
Math Self-Efficacy - Calculate Petrol Consumption Rate
Math Anxiety - Worry That It Will Be Difficult
Math Self-Concept - Not Good at Maths
Math Anxiety - Get Very Tense
Math Self-Concept- Get Good <Grades>
Math Anxiety - Get Very Nervous
Math Self-Concept - Learn Quickly
Math Self-Concept - One of Best Subjects
Math Anxiety - Feel Helpless
Math Self-Concept - Understand Difficult Work
Math Anxiety - Worry About Getting Poor <Grades>
Perceived Control - Can Succeed with Enough Effort
Perceived Control - Doing Well is Completely Up to Me
Perceived Control - Family Demands and Problems
Perceived Control - Different Teachers
Perceived Control - If I Wanted I Could Perform Well
Perceived Control - Perform Poorly Regardless
Attributions to Failure - Not Good at Maths Problems
Attributions to Failure - Teacher Did Not Explain Well
Attributions to Failure - Bad Guesses
Attributions to Failure - Material Too Hard
Attributions to Failure - Teacher Didnt Get Students Interested
Attributions to Failure - Unlucky
Attributions to Failure - No special effort
Attributions to Failure - Not enough studying
Math Work Ethic - Homework Completed in Time
Math Work Ethic - Work Hard on Homework
Math Work Ethic - Prepared for Exams
Math Work Ethic - Study Hard for Quizzes
Math Work Ethic - Study Until I Understand Everything
Math Work Ethic - Pay Attention in Classes
Math Work Ethic - Listen in Classes
Math Work Ethic - Avoid Distractions When Studying
Math Work Ethic - Keep Work Organized
Math Intentions - Mathematics vs. Language Courses After School
Math Intentions - Mathematics vs. Science Related Major in College
Math Intentions - Study Harder inMathematics vs. Language Classes
Math Intentions - Take Maximum Number of Mathematics vs. Science Classes
Math Intentions - Pursuing a Career That Involves Mathematics vs. Science
Math Behaviour - Talk about Maths with Friends
Math Behaviour - Help Friends with Maths
Math Behaviour - <Extracurricular> Activity
Math Behaviour - Participate in Competitions
Math Behaviour - Study More Than 2 Extra Hours a Day
Math Behaviour - Play Chess
Math Behaviour - Computer programming
Math Behaviour - Participate in Math Club
Learning Strategies- Important Parts vs. Existing Knowledge vs. Learn by Heart
Learning Strategies- Improve Understanding vs. New Ways vs. Memory
Learning Strategies - Other Subjects vs. Learning Goals vs. Rehearse Problems
Learning Strategies - Repeat Examples vs. Everyday Applications vs. More Information
internes Kennzeichen
Out of school lessons - <test lang>
Out of school lessons - <maths>
Out of school lessons - <science>
Out of school lessons - other
Out-of-School Study Time - Homework
Out-of-School Study Time - Guided Homework
Out-of-School Study Time - Personal Tutor
Out-of-School Study Time - Commercial Company
Out-of-School Study Time - With Parent
Out-of-School Study Time - Computer
Out-of-School Study Time - participation on lessons outside of school
Experience with Applied Maths Tasks - Use <Train Timetable>
Experience with Applied Maths Tasks - Calculate Price including Tax
Experience with Applied Maths Tasks - Calculate Square Metres
Experience with Applied Maths Tasks - Understand Scientific Tables
Experience with Pure Maths Tasks - Solve Equation 1
Experience with Applied Maths Tasks - Use a Map to Calculate Distance
Experience with Pure Maths Tasks - Solve Equation 2
Experience with Applied Maths Tasks - Calculate Power Consumption Rate
Experience with Applied Maths Tasks - Solve Equation 3
Familiarity with Math Concepts - Exponential Function
Familiarity with Math Concepts - Divisor
Familiarity with Math Concepts - Quadratic Function
Overclaiming - Proper Number
Familiarity with Math Concepts - Linear Equation
Familiarity with Math Concepts - Vectors
Familiarity with Math Concepts - Complex Number
Familiarity with Math Concepts - Rational Number
Familiarity with Math Concepts - Radicals
Overclaiming - Subjunctive Scaling
Familiarity with Math Concepts - Polygon
Overclaiming - Declarative Fraction
Familiarity with Math Concepts - Congruent Figure
Familiarity with Math Concepts - Cosine
Familiarity with Math Concepts - Arithmetic Mean
Familiarity with Math Concepts - Probability
Min in <class period> - <test lang>
Min in <class period> - <Maths>
Min in <class period> - biology
Min in <class period> - chemistry
Min in <class period> - physics
Min in <class period> - <Science>
No of <class period> p/wk - <test lang>
No of <class period> p/wk - <Maths>
No of <class period> p/wk - biology
No of <class period> p/wk - chemistry
No of <class period> p/wk - physics
No of <class period> p/wk - <Science>
No of ALL <class period> a week
Class Size - No of Students in <Test Language> Class
OTL - Algebraic Word Problemin Math Lesson
OTL - Algebraic Word Problem in Tests
OTL - Procedural Task in Math Lesson
OTL - Procedural Task in Tests
OTL - Pure Math Reasoning in Math Lesson
OTL - Pure Math Reasoning in Tests
OTL - Applied Math Reasoning in Math Lesson
OTL - Applied Math Reasoning in Tests
Math Teaching - Teacher shows interest
Math Teaching - Extra help
Math Teaching - Teacher helps
Math Teaching - Teacher continues
Math Teaching - Express opinions
Teacher-Directed Instruction - Sets Clear Goals
Teacher-Directed Instruction - Encourages Thinking and Reasoning
Student Orientation - Differentiates Between Students When Giving Tasks
Student Orientation - Assigns Complex Projects
Formative Assessment - Gives Feedback
Teacher-Directed Instruction - Checks Understanding
Student Orientation - Has Students Work in Small Groups
Teacher-Directed Instruction - Summarizes Previous Lessons
Student Orientation - Plans Classroom Activities
Formative Assessment - Gives Feedback on Strengths and Weaknesses
Formative Assessment - Informs about Expectations
Teacher-Directed Instruction - Informs about Learning Goals
Formative Assessment - Tells How to Get Better
Cognitive Activation - Teacher Encourages to Reflect Problems
Cognitive Activation - Gives Problems that Require to Think
Cognitive Activation - Asks to Use Own Procedures
Cognitive Activation - Presents Problems with No Obvious Solutions
Cognitive Activation - Presents Problems in Different Contexts
Cognitive Activation - Helps Learn from Mistakes
Cognitive Activation - Asks for Explanations
Cognitive Activation - Apply What We Learned
Cognitive Activation - Problems with Multiple Solutions
Disciplinary Climate - Students Don’t Listen
Disciplinary Climate - Noise and Disorder
Disciplinary Climate - Teacher Has to Wait Until its Quiet
Disciplinary Climate - Students Don’t Work Well
Disciplinary Climate - Students Start Working Late
Vignette Teacher Support -Homework Every Other Day/Back in Time
Vignette Teacher Support - Homework Once a Week/Back in Time
Vignette Teacher Support - Homework Once a Week/Not Back in Time
Teacher Support - Lets Us Know We Have to Work Hard
Teacher Support - Provides Extra Help When Needed
Teacher Support - Helps Students with Learning
Teacher Support - Gives Opportunity to Express Opinions
Vignette Classroom Management - Students Frequently Interrupt/Teacher Arrives Early
Vignette Classroom Management - Students Are Calm/Teacher Arrives on Time
Vignette Classroom Management - Students Frequently Interrupt/Teacher Arrives Late
Classroom Management - Students Listen
Classroom Management - Teacher Keeps Class Orderly
Classroom Management - Teacher Starts On Time
Classroom Management - Wait Long to <Quiet Down>
Student-Teacher Relation - Get Along with Teachers
Student-Teacher Relation - Teachers Are Interested
Student-Teacher Relation - Teachers Listen to Students
Student-Teacher Relation - Teachers Help Students
Student-Teacher Relation - Teachers Treat Students Fair
Sense of Belonging - Feel Like Outsider
Sense of Belonging - Make Friends Easily
Sense of Belonging - Belong at School
Sense of Belonging - Feel Awkward at School
Sense of Belonging - Liked by Other Students
Sense of Belonging - Feel Lonely at School
Sense of Belonging - Feel Happy at School
Sense of Belonging - Things Are Ideal at School
Sense of Belonging - Satisfied at School
Attitude towards School - Does Little to Prepare Me for Life
Attitude towards School - Waste of Time
Attitude towards School - Gave Me Confidence
Attitude towards School- Useful for Job
Attitude toward School - Helps to Get a Job
Attitude toward School - Prepare for College
Attitude toward School - Enjoy Good Grades
Attitude toward School - Trying Hard is Important
Perceived Control - My Choice Whether I Will Be Good
Perceived Control - Problems Prevent from Putting Effort into School
Perceived Control - Different Teachers Would Make Me Try Harder
Perceived Control - Could Perform Well if I Wanted
Perceived Control - Perform Poor Regardless
Perseverance - Give up easily
Perseverance - Put off difficult problems
Perseverance - Remain interested
Perseverance - Continue to perfection
Perseverance - Exceed expectations
Openness for Problem Solving - Can Handle a Lot of Information
Openness for Problem Solving - Quick to Understand
Openness for Problem Solving - Seek Explanations
Openness for Problem Solving - Can Link Facts
Openness for Problem Solving - Like to Solve Complex Problems
Student Openness - Happy to learn
Student Openness - Analytic
Student Openness - Dislike learning
Student Openness - Reason logically
Student Openness -Never challenge
Student Openness - Deeper meaning
Student Openness - Imagination
Student Openness - Opportunity to learn
Student Openness - Speculation
Student Openness - Alternatives
Problem Text Message - Press every button
Problem Text Message - Trace steps
Problem Text Message - Manual
Problem Text Message - Ask a friend
Problem Route Selection - Read brochure
Problem Route Selection - Study map
Problem Route Selection - Leave it to brother
Problem Route Selection - Just drive
Problem Ticket Machine - Similarities
Problem Ticket Machine - Try buttons
Problem Ticket Machine - Ask for help
Problem Ticket Machine - Find ticket office
First language learned
Age started learning <test language>
Language spoken - Mother
Language spoken - Father
Language spoken - Siblings
Language spoken - Best friend
Language spoken - Schoolmates
Activities language - Reading
Activities language - Watching TV
Activities language - Internet surfing
Activities language - Writing emails
Types of support <test language> - remedial lessons
Attend lessons <heritage language> - focused
Attend lessons <heritage language> - school subjects
Amount of support <test language>
Instruction in <heritage language>
At Home - Desktop Computer
At Home - Portable laptop
At Home - Tablet computer
At Home - Internet connection
At Home - Video games console
At Home - Cell phone w/o Internet
At Home - Cell phone with Internet
At Home - Mp3/Mp4 player
At Home - Printer
At Home - USB (memory) stick
At Home - Ebook reader
At school - Desktop Computer
At school - Portable laptop
At school - Tablet computer
At school - Internet connection
At school - Printer
At school - USB (memory) stick
At school - Ebook reader
First use of computers
First access to Internet
Internet at School
Internet out-of-school - Weekday
Internet out-of-school - Weekend
Out-of-school 8 - One player games.
Out-of-school 8 - Collaborative games.
Out-of-school 8 - Use email
Out-of-school 8 - Chat on line
Out-of-school 8 - Social networks
Out-of-school 8 - Browse the Internet for fun
Out-of-school 8 - Read news
Out-of-school 8 - Obtain practical information from the Internet
Out-of-school 8 - Download music
Out-of-school 8 - Upload content
Out-of-school 9 - Internet for school
Out-of-school 9 - Email students
Out-of-school 9 - Email teachers
Out-of-school 9 - Download from School
Out-of-school 9 - Announcements
Out-of-school 9 - Homework
Out-of-school 9 - Share school material
At School - Chat on line
At School - Email
At School - Browse for schoolwork
At School - Download from website
At School - Post on website
At School - Simulations
At School - Practice and drilling
At School - Homework
At School - Group work
Maths lessons - Draw graph
Maths lessons - Calculation with numbers
Maths lessons - Geometric figures
Maths lessons - Spreadsheet
Maths lessons - Algebra
Maths lessons - Histograms
Maths lessons - Change in graphs
Attitudes - Useful for schoolwork
Attitudes - Homework more fun
Attitudes - Source of information
Attitudes - Troublesome
Attitudes - Not suitable for schoolwork
Attitudes - Too unreliable
Innere Differenzierung im Mathematikunterricht: Den Gedankengang erklaeren, der hinter einer Fragestellung steht.
Innere Differenzierung im Mathematikunterricht: An Aufgaben oder Problemen arbeiten, fuer die es keine sofort sichtbare Loesungsmethode gibt.
Innere Differenzierung im Mathematikunterricht: Mathematik auf Alltagsprobleme anwenden.
Innere Differenzierung im Mathematikunterricht: Computer verwenden, um uebungen oder Aufgaben zu loesen.
Innere Differenzierung im Mathematikunterricht: Eigene Loesungswege aufzeigen oder probieren.
Innere Differenzierung im Mathematikunterricht: Zusammenhaenge mit Hilfe von Tabellen, Grafiken und Diagrammen darstellen und analysieren.
Innere Differenzierung im Mathematikunterricht: Mathematische Aufgaben oder Themen zu zweit bearbeiten.
Innere Differenzierung im Mathematikunterricht: Das Gelernte auf neue Gebiete anwenden.
Innere Differenzierung im Mathematikunterricht: Mathematische Aufgaben oder Themen in Kleingruppen bearbeiten.
Innere Differenzierung im Mathematikunterricht: Mathematische Aufgaben oder Themen alleine bearbeiten.
Innere Differenzierung im Mathematikunterricht: Probleme/Aufgaben selbststaendig und ohne direkte Hilfe der Lehrerin/des Lehrers bearbeiten.
Innere Differenzierung im Mathematikunterricht: Zuhoeren, waehrend die Lehrerin/der Lehrer etwas erklaert oder vortraegt.
Innere Differenzierung im Mathematikunterricht: Was die Lehrerin/der Lehrer auf die Tafel geschrieben hat, ins Heft abschreiben.
Innere Differenzierung im Mathematikunterricht: Fuer interessante Probleme aus dem Alltag mathematische Loesungen finden.
Innere Differenzierung im Mathematikunterricht: Ich bekam von der Lehrerin/dem Lehrer speziell fuer mich angepasste Aufgaben oder uebungen.
Innere Differenzierung im Mathematikunterricht:Regeln und Verfahren auswendig lernen.
Innere Differenzierung im Mathematikunterricht:Der Lehrerin/dem Lehrer zusehen, wie sie zeigt, mathematische Probleme zu loesen.
Haeufigkeit des Schulschwaenzens: ...in Biologie geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in Chemie geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in Physik geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in Mathematik geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in Sport geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in Deutsch geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...in anderen Faechern geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...Vor- oder Nachmittage (halbtageweise) geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...einzelne Tage geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...mehr als 2 Tage hintereinander geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...nur die erste oder letzte Stunde geschwaenzt?
Haeufigkeit des Schulschwaenzens: ...eine Pruefung/Klassenarbeiten/einen Test geschwaenzt?
Grund des Schulschwaenzen: Ich habe noch nie die Schule geschwaenzt.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... der Unterricht langweilig war.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... meine Freunde und Freundinnen das auch machen.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich einen Test nicht schreiben wollte.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich mit einer Lehrerin/einem Lehrer nicht zurechtkam.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich ausschlafen wollte.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich von Mitschuelern bedroht oder gehaenselt wurde.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich meine Hausaufgaben nicht gemacht hatte.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... meine Eltern das so wollten.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... ich fuer einen Test lernen wollte.
Grund des Schulschwaenzen: Ich habe schon mal die Schule geschwaenzt, weil... aus einem anderen Grund
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: In meiner Klasse schwaenzt niemand die Schule.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: In meiner Klasse gibt es Schueler, die regelmaessig den Unterricht schwaenzen.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: In meiner Klasse haben fast alle schon einmal geschwaenzt.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: Mich stoert, dass in meiner Klasse manche einfach nicht zum Unterricht kommen.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: Wenn in meiner Klasse jemand schwaenzt, hat das keine Konsequenzen.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: Manchmal frage ich mich, warum ich eigentlich zum Unterricht gehe, wenn andere schwaenzen.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: Wenn in meiner Klasse jemand fehlt, besteht unsere Lehrerin/unser Lehrer darauf, eine Entschuldigung zu bekommen.
Unterrichtswahrnehmung bei Klassen mit Schulschwaenzern: Ich musste schon einmal zur Schulleitung, weil ich so oft im Unterricht gefehlt habe.
Reasons for studying math - Future career
Reasons for studying math - Fun
Reasons for studying math - Parents expectation
Reasons for studying math - Grade more important
Reasons for math club - Parents
Reasons for math club - Highest grade
Reasons for math club - Interesting
Reasons for math club - Future career
Reasons for closer attention - Career
Reasons for closer attention - Exams
Reasons for closer attention - Enjoyable
Reasons for closer attention - Parents expectation
Reasons for study time - Career
Reasons for study time - Highest grade
Reasons for study time - Fun
Reasons for study time - Parents expectation
Feelings towards good performance - Good
Feelings towards good performance - Special effort
Feelings towards good performance - Teacher explained well
Feelings towards good performance - Good guesses
Feelings towards good performance - Material easy
Feelings towards good performance - Enough studying
Feelings towards good performance - Teacher interesting
Feelings towards good performance - Lucky
Math Performance Scale - Best in class
Math Performance Scale - Enjoy working in groups
Math Performance Scale - Best in exams
Math Performance Scale - Combine ideas
Math Performance Scale - One of the best
Math Performance Scale - Best when working with others
Math Performance Scale - Better than others
Math Performance Scale - Helping others
Math Performance Scale - Learn most with others
Math Performance Scale - Best when competitive
Ways of Studying - Important parts
Ways of Studying - New ways
Ways of Studying - Check memory
Ways of Studying - Improve understanding
Ways of Studying - Everyday life
Ways of Studying - In my sleep
Ways of Studying - By heart
Ways of Studying - Relating to known things
Ways of Studying - Repeat examples
Ways of Studying - More information
Ways of Studying - Applied to other questions
Ways of Studying - Learning goals
Ways of Studying - Remember steps
Ways of Studying - Relating to other subjects
Math Strategies - Past practice
Math Strategies - Easier way
Math Strategies - Pace time
Math Strategies - Focus on important info
Math Strategies - Read instructions
Math Strategies - Several solving ways
Math Strategies - Stop and reread
Math Strategies - Important information
Math Strategies - Automatic strategies
Student Resolutions - Study every night
Student Resolutions - Homework on time
Student Resolutions - Timelines
Student Resolutions - Studying harder
Student Resolutions - Arrive on time
Student Resolutions - Work hard
Calculator Use
Effort-real 1
Effort-real 2
Difference in Effort
Student Questionnaire Form
Booklet ID
Standard or simplified set of booklets
Age of student
Grade compared to modal grade in country
Mathematics Anxiety
Attitude towards School: Learning Outcomes
Attitude towards School: Learning Activities
Sense of Belonging to School
Father SQ ISEI
Mother SQ ISEI
Mathematics Teacher's Classroom Management
Cognitive Activation in Mathematics Lessons
Cultural Distance between Host and Heritage Culture
Cultural Possessions
Disciplinary Climate
ICT Entertainment Use
Index of economic, social and cultural status
Experience with Applied Mathematics Tasks at School
Experience with Pure Mathematics Tasks at School
Attributions to Failure in Mathematics
Familiarity with Mathematical Concepts
Familiarity with Mathematical Concepts (Signal Detection Adjusted)
Family Structure
Educational level of father (ISCED)
Home educational resources
Acculturation: Heritage Culture Oriented Strategies
Highest educational level of parents
Highest parental occupational status
Home Possessions
ICT Use at Home for School-related Tasks
Acculturation: Host Culture Oriented Strategies
Attitudes Towards Computers: Limitations of the Computer as a Tool for School Learning
Attitudes Towards Computers: Computer as a Tool for School Learning
ICT Availability at Home
ICT resources
ICT Availability at School
Immigration status
Information about Careers
Information about the Labor Market provided by the School
Information about the Labor Market provided outside of School
Instrumental Motivation for Mathematics
Mathematics Interest
ISCED designation
ISCED level
ISCED orientation
Preference for Heritage Language in Conversations with Family and Friends
Language at home (3-digit code)
Preference for Heritage Language in Language Reception and Production
Learning time (minutes per week) - <test language>
Mathematics Behaviour
Mathematics Self-Efficacy
Mathematics Intentions
Mathematics Work Ethic
Educational level of mother (ISCED)
Learning time (minutes per week)- <Mathematics>
Mathematics Teacher's Support
ISCO-08 Occupation code - Mother
ISCO-08 Occupation code - Father
Openness for Problem Solving
Out-of-School Study Time
Highest parental education in years
Perseverance
Grade Repetition
Mathematics Self-Concept
Learning time (minutes per week) - <Science>
Teacher Student Relations
Subjective Norms in Mathematics
Teacher Behaviour: Formative Assessment
Teacher Behaviour: Student Orientation
Teacher Behaviour: Teacher-directed Instruction
Teacher Support
Time of computer use (mins)
Use of ICT in Mathematic Lessons
Use of ICT at School
Wealth
Attitude towards School: Learning Outcomes (Anchored)
Attitude towards School: Learning Activities (Anchored)
Sense of Belonging to School (Anchored)
Mathematics Teacher's Classroom Management (Anchored)
Cognitive Activation in Mathematics Lessons (Anchored)
Instrumental Motivation for Mathematics (Anchored)
Mathematics Interest (Anchored)
Mathematics Work Ethic (Anchored)
Mathematics Teacher's Support (Anchored)
Mathematics Self-Concept (Anchored)
Teacher Student Relations (Anchored)
Subjective Norms in Mathematics (Anchored)
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 1 in content subscale of math - Change and Relationships
Plausible value 2 in content subscale of math - Change and Relationships
Plausible value 3 in content subscale of math - Change and Relationships
Plausible value 4 in content subscale of math - Change and Relationships
Plausible value 5 in content subscale of math - Change and Relationships
Plausible value 1 in content subscale of math - Quantity
Plausible value 2 in content subscale of math - Quantity
Plausible value 3 in content subscale of math - Quantity
Plausible value 4 in content subscale of math - Quantity
Plausible value 5 in content subscale of math - Quantity
Plausible value 1 in content subscale of math - Space and Shape
Plausible value 2 in content subscale of math - Space and Shape
Plausible value 3 in content subscale of math - Space and Shape
Plausible value 4 in content subscale of math - Space and Shape
Plausible value 5 in content subscale of math - Space and Shape
Plausible value 1 in content subscale of math - Uncertainty and Data
Plausible value 2 in content subscale of math - Uncertainty and Data
Plausible value 3 in content subscale of math - Uncertainty and Data
Plausible value 4 in content subscale of math - Uncertainty and Data
Plausible value 5 in content subscale of math - Uncertainty and Data
Plausible value 1 in process subscale of math - Employ
Plausible value 2 in process subscale of math - Employ
Plausible value 3 in process subscale of math - Employ
Plausible value 4 in process subscale of math - Employ
Plausible value 5 in process subscale of math - Employ
Plausible value 1 in process subscale of math - Formulate
Plausible value 2 in process subscale of math - Formulate
Plausible value 3 in process subscale of math - Formulate
Plausible value 4 in process subscale of math - Formulate
Plausible value 5 in process subscale of math - Formulate
Plausible value 1 in process subscale of math - Interpret
Plausible value 2 in process subscale of math - Interpret
Plausible value 3 in process subscale of math - Interpret
Plausible value 4 in process subscale of math - Interpret
Plausible value 5 in process subscale of math - Interpret
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 1 in science
Plausible value 2 in science
Plausible value 3 in science
Plausible value 4 in science
Plausible value 5 in science
FINAL STUDENT WEIGHT
FINAL STUDENT REPLICATE BRR-FAY WEIGHT1
FINAL STUDENT REPLICATE BRR-FAY WEIGHT2
FINAL STUDENT REPLICATE BRR-FAY WEIGHT3
FINAL STUDENT REPLICATE BRR-FAY WEIGHT4
FINAL STUDENT REPLICATE BRR-FAY WEIGHT5
FINAL STUDENT REPLICATE BRR-FAY WEIGHT6
FINAL STUDENT REPLICATE BRR-FAY WEIGHT7
FINAL STUDENT REPLICATE BRR-FAY WEIGHT8
FINAL STUDENT REPLICATE BRR-FAY WEIGHT9
FINAL STUDENT REPLICATE BRR-FAY WEIGHT10
FINAL STUDENT REPLICATE BRR-FAY WEIGHT11
FINAL STUDENT REPLICATE BRR-FAY WEIGHT12
FINAL STUDENT REPLICATE BRR-FAY WEIGHT13
FINAL STUDENT REPLICATE BRR-FAY WEIGHT14
FINAL STUDENT REPLICATE BRR-FAY WEIGHT15
FINAL STUDENT REPLICATE BRR-FAY WEIGHT16
FINAL STUDENT REPLICATE BRR-FAY WEIGHT17
FINAL STUDENT REPLICATE BRR-FAY WEIGHT18
FINAL STUDENT REPLICATE BRR-FAY WEIGHT19
FINAL STUDENT REPLICATE BRR-FAY WEIGHT20
FINAL STUDENT REPLICATE BRR-FAY WEIGHT21
FINAL STUDENT REPLICATE BRR-FAY WEIGHT22
FINAL STUDENT REPLICATE BRR-FAY WEIGHT23
FINAL STUDENT REPLICATE BRR-FAY WEIGHT24
FINAL STUDENT REPLICATE BRR-FAY WEIGHT25
FINAL STUDENT REPLICATE BRR-FAY WEIGHT26
FINAL STUDENT REPLICATE BRR-FAY WEIGHT27
FINAL STUDENT REPLICATE BRR-FAY WEIGHT28
FINAL STUDENT REPLICATE BRR-FAY WEIGHT29
FINAL STUDENT REPLICATE BRR-FAY WEIGHT30
FINAL STUDENT REPLICATE BRR-FAY WEIGHT31
FINAL STUDENT REPLICATE BRR-FAY WEIGHT32
FINAL STUDENT REPLICATE BRR-FAY WEIGHT33
FINAL STUDENT REPLICATE BRR-FAY WEIGHT34
FINAL STUDENT REPLICATE BRR-FAY WEIGHT35
FINAL STUDENT REPLICATE BRR-FAY WEIGHT36
FINAL STUDENT REPLICATE BRR-FAY WEIGHT37
FINAL STUDENT REPLICATE BRR-FAY WEIGHT38
FINAL STUDENT REPLICATE BRR-FAY WEIGHT39
FINAL STUDENT REPLICATE BRR-FAY WEIGHT40
FINAL STUDENT REPLICATE BRR-FAY WEIGHT41
FINAL STUDENT REPLICATE BRR-FAY WEIGHT42
FINAL STUDENT REPLICATE BRR-FAY WEIGHT43
FINAL STUDENT REPLICATE BRR-FAY WEIGHT44
FINAL STUDENT REPLICATE BRR-FAY WEIGHT45
FINAL STUDENT REPLICATE BRR-FAY WEIGHT46
FINAL STUDENT REPLICATE BRR-FAY WEIGHT47
FINAL STUDENT REPLICATE BRR-FAY WEIGHT48
FINAL STUDENT REPLICATE BRR-FAY WEIGHT49
FINAL STUDENT REPLICATE BRR-FAY WEIGHT50
FINAL STUDENT REPLICATE BRR-FAY WEIGHT51
FINAL STUDENT REPLICATE BRR-FAY WEIGHT52
FINAL STUDENT REPLICATE BRR-FAY WEIGHT53
FINAL STUDENT REPLICATE BRR-FAY WEIGHT54
FINAL STUDENT REPLICATE BRR-FAY WEIGHT55
FINAL STUDENT REPLICATE BRR-FAY WEIGHT56
FINAL STUDENT REPLICATE BRR-FAY WEIGHT57
FINAL STUDENT REPLICATE BRR-FAY WEIGHT58
FINAL STUDENT REPLICATE BRR-FAY WEIGHT59
FINAL STUDENT REPLICATE BRR-FAY WEIGHT60
FINAL STUDENT REPLICATE BRR-FAY WEIGHT61
FINAL STUDENT REPLICATE BRR-FAY WEIGHT62
FINAL STUDENT REPLICATE BRR-FAY WEIGHT63
FINAL STUDENT REPLICATE BRR-FAY WEIGHT64
FINAL STUDENT REPLICATE BRR-FAY WEIGHT65
FINAL STUDENT REPLICATE BRR-FAY WEIGHT66
FINAL STUDENT REPLICATE BRR-FAY WEIGHT67
FINAL STUDENT REPLICATE BRR-FAY WEIGHT68
FINAL STUDENT REPLICATE BRR-FAY WEIGHT69
FINAL STUDENT REPLICATE BRR-FAY WEIGHT70
FINAL STUDENT REPLICATE BRR-FAY WEIGHT71
FINAL STUDENT REPLICATE BRR-FAY WEIGHT72
FINAL STUDENT REPLICATE BRR-FAY WEIGHT73
FINAL STUDENT REPLICATE BRR-FAY WEIGHT74
FINAL STUDENT REPLICATE BRR-FAY WEIGHT75
FINAL STUDENT REPLICATE BRR-FAY WEIGHT76
FINAL STUDENT REPLICATE BRR-FAY WEIGHT77
FINAL STUDENT REPLICATE BRR-FAY WEIGHT78
FINAL STUDENT REPLICATE BRR-FAY WEIGHT79
FINAL STUDENT REPLICATE BRR-FAY WEIGHT80
RANDOMIZED FINAL VARIANCE STRATUM (1-80)
RANDOMLY ASSIGNED VARIANCE UNIT
Senate weight - sum of weight within the country is 1000
Country of Birth - Other Country Student (FDZ)
Country of Birth - Other Country Mother (FDZ)
Country of Birth - Other Country Father (FDZ)
Aus einem anderen Grund, naemlich: (FDZ)
Klassenbezeichnung (FDZ)
Country code 3-character (FDZ)
Birth - Month (FDZ)
Language at home (FDZ)
Unique national study programme code (FDZ)
Country of Birth National Categories- Father (FDZ)
Country of Birth National Categories- Mother (FDZ)
Country of Birth National Categories- Self (FDZ)
Language of the test (FDZ)
Gymnasium: Abitur wird erreicht in ...
Notensystem
anderes Notensystem spezifiziert
Informationen zum Notensystem gegeben von ...
Deutsch als Muttersprache
Sonderpaedagogischer Foerderbedarf
Ausschluss
Deutsch rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Mathematik rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Biologie rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Chemie rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Physik rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Nawi rekodierte Note Ende 1.Schulhalbjahr 2011 2012
Name der Testgruppe (FDZ)
Angestrebter Abschluss (FDZ)
Zielgleich oder zieldifferenziert in Deutsch unterrichtet (FDZ)
Zielgleich oder zieldifferenziert in Mathematik unterrichtet (FDZ)
Zielgleich oder zieldifferenziert in Biologie unterrichtet (FDZ)
Zielgleich oder zieldifferenziert in Chemie unterrichtet (FDZ)
Zielgleich oder zieldifferenziert in Physik unterrichtet (FDZ)