TITLE PISA 2012 Results: Ready to Learn Student's Engagement, Drive and Self-Beliefs / OECD.
PHYSICAL DESCRIPTION - III volume : illustrations (some color) ; 28 cm.
BIBLIOGRAPHY Includes bibliographical references.
CONTENTS volume 1. What students know and can do : student performance in mathematics, reading and science -- volume 2. Excellence through equity : giving every student the chance to succeed -- volume 3. Ready to learn : students' engagement, drive and self-beliefs -- volume 4. What makes schools successful? : resources, policies and practices -- volume 5. Creative problem solving : students' skills in tackling real-life problems -- volume 6. Students and money : financial literary skills for the 21st century.
NOTES Also available in French.
Also available online at the OECD website, including revised data dated 2 December 2013.
ISBN 9789264201163 (volume 3)


Location Address Count Shelf Status
Bibliotēka 01.2 1 On a shelf Available to order


Executive summary 17
Reader's guide 21
What is PISA? 23
-Who are the PISA students? 25
-What kinds of results does the test provide? 26
-Where can you find the results? 26
Chapter 1. What it takes to learn 29
-A comprehensive approach to measuring educational success among 15-year-olds 30
-The economic and social dynamics shaping the need to prepare students for lifelong learning 34
-Structure of the volume 35
Chapter 2. Engageement with and at school 39
-Lack of punctuality: Arriving late for school 41
-Absenteeism: Skipping classes or days of school 47
-Sense of belonging 51
-Attitudes towards school 56
Chapter 3. Students' drive and motivation 63
-Perseverance 65
-Openness to problem solving 67
-Locus of control 69
--Perceived self-responsibility for failing in mathematics 69
--Perceived control of success in mathematics and at school 70
-Motivation to learn mathematics 72
--Intrinsic motivation to learn mathematics 72
--Instrumental motivation to learn mathematics 78
-The role of gender and socio-economic differences in the relationship between students’ drive and motivation and performance 82
Chapter 4. Mathematics self-beliefs and participation in mathematics related activities  87
-Mathematics self-efficacy 89
-Mathematics self-concept 95
-Mathematics anxiety 98
-Participation in mathematics activities, mathematics intentions and norms 106
-The role of gender and socio-economic differences in the relationship between dispositions towards mathematics and performance 110
Chapter 5. The role of teachers and schools in shaping students'engagement drive and self-beliefs 113
-The association between school climate and dispositions to learn 115
-The role of social comparisons 117
-The relationship between what happens in the classroom and student engagement, drive and motivation, and mathematics self-beliefs 123
--Experience with pure and applied mathematics 129
-Students’ drive, motivation and self-beliefs and school practices: Teacher behaviour in class and school climate  139
--Trends in the relationship between students’ engagement, motivation and dispositions and the schools they attend 145
Chapter 6. The role of families in shaping students' engagement, drive and self-beliefs 149
-The home environment and parental behaviour 153
-Parents’ circumstances 155
-Parental expectations and dispositions 157
Chapter 7. Gender and socio-economic disparities in students' engagement, drive and self-beliefs 165
-Disparities in engagement with and at school, drive and self-beliefs among students who perform at the same level  171
-Gender and socio-economic differences in the association between engagement with and at school, drive and self-beliefs and mathematics performance 173
-Trends in the relationship between engagement with and at school, drive and self-beliefs and mathematics performance related to gender and socio-economic status 179
-The gender gap in mathematics performance among top performers: The role of engagement with and at school, drive and self-beliefs 179
Chapter 8. Policy implications of students' dispositions towards learning  185
-The impact of schools and families 186
--Engagement with and at school 186
--Drive and motivation 187
--Mathematics self-beliefs 187
--The role of social comparisons 187
--Parents’ expectations for their child 187
-The impact of a level playing field 188
Annex A. PISA 2012 technical background 191
-Annex A1. Construction of mathematics scales and indices from the student, school and parent context questionnaires  192
-Annex A2. The PISA target population, the PISA samples and the definition of schools  209
-Annex A3. Technical notes on analyses in this volume  221
-Annex A4. Quality assurance 225
-Annex A5. Technical details of trends analyses 226
-Annex A6. Anchoring vignettes in the PISA 2012 Student Questionnaire 229
Annex B. PISA 2012 data  231
-Annex B1. Results for countries and economies  232
-Annex B2. Results for regions within countries 473
-Annex B3. List of tables available on line 511
Annex C. The development and implmentation of PISA -  A collaborative effort 515

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