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PISA 2012 Results: Ready to Learn (Volume III)
Students' Engagement, Drive and Self-Beliefs
OECD Publishing , Publication date:  10 Jun 2014
Pages: 524 , Language: English
Version: Print (Paperback) + PDF
ISBN: 9789264201163 , OECD Code: 982013071P1
Price:   €50 | $70 | £45 | ¥6500 | MXN900 , Standard shipping included!
Availability: Available
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Other languages:  French (Forthcoming)
Other Versions:  E-book - PDF Format

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This product is included in:
SET: PISA 2012 Results - (6 volumes) - Package Online and print


This third volume of PISA 2012 results explores studentsí engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play in promoting their childrenís engagement with and dispositions towards learning. Changes in studentsí engagement, drive, motivation and self-beliefs between 2003 and 2012, and how those dispositions have changed during the period among particular subgroups of students, notably socio-economically advantaged and disadvantaged students, boys and girls, and students at different levels of mathematics proficiency, are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.

Table of contents:

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 studentsí 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
-Studentsí drive, motivation and self-beliefs and school practices: Teacher behaviour in class and school climate  139
--Trends in the relationship between studentsí 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
-Parentsí 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
--Parentsí 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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