Introduction

Cohort 5 is a stratified municipality and class selection where the majority of the students were born in 1977. The first collection was made in 3rd grade in 1987 and consisted of knowledge tests and questionnaires. The sample is about half as large as other UGU cohorts.

Summary

The purpose of the comprehensive data surveys is to enable both longitudinal and cross-sectional surveys of large and representative student selections. The survey population consists of the pupils who attended 3rd grade of compulsory school during spring term 1987. By definition the population is delimited with regard to grade affiliation, which means that it includes students with different years of birth. The majority, or just over 96 per cent, were born in 1977. The follow-up survey of this current sample began in the spring of 1987. At that time, a knowledge test and a questionnaire were given to the students. At the same time, school administrative information was collected in grades 3 to 9.

The total number of students in the sample in the spring of 1987 amounted to 5035 students. Due to the refusal to participate, the sample size was reduced by 616 individuals or by 12 percent. Later, two more students left the study. The final selection thus amounts to 4,417 students. The relatively large refusal rate should probably primarily be explained by the fact that at the relevant time there was a lively debate in the mass media about the justification of personal registers. Analyses carried out, however, have shown that the loss did not in any significant respects damage the representativeness of the sample.

The number of respondents in the 1987 survey was 4194 or 95 percent of the sample.

The next survey was conducted in the spring of 1990, when the majority of the students were in 6th grade. A total of 4370 students was reached by a questionnaire. The number of students who responded was 4022 or 91 percent of the sample. In that survey, cognitive tests and questionnaires were given to the students and in addition, a questionnaire was sent home to the guardians. The guardians’ questionnaire was answered by 3368 or 76 percent of the parents.

The next survey was conducted in 1996 when most students were in 3rd grade of upper secondary school. A total of 4293 students received the survey and 3199 answered it. A response rate of 75 percent.

Questionnaires and data

Basic information

Information collected from 3rd grade up to and including 9th grade in compulsory school.

Basic information

Register data that Statistics Sweden imposes in connection with the selection of classes. These mainly consist of:

  • year of birth
  • gender
  • migration background
  • educational background
  • socio-economic data

School administrative data

The school administrative information is obtained from 3rd grade and thereafter throughout the compulsory school period. A form is sent to the school the student attends and the school fills in information for each student included in the survey. In 3rd grade, it is mainly the classes that were included in the sample that fill in these forms, but over the years more students move, which means that the form is sent out to more and more schools which then fill in information for individual students. This is done so that the students who were included from the beginning can be followed over the years up to adulthood. This information consists of:

  • municipality
  • school
  • school grade
  • age integrated or age diverse class
  • mother tongue
  • Swedish for immigrants
  • date when moving to another school
  • new municipality
  • new school
  • grades when given
  • The standard test results in English from 8th grade and in Swedish and mathematics from 9th grade were collected in the spring semester of 1992 and 1993, respectively. This information is available for approximately 4,000 students, see reports.

The collection in 3rd grade

In order to add to the data in the UGU-project the collection followed the system set up for cohort 1972

Conduct of the survey

With regard to the information to be collected directly from the participants, it must be taken into account that the students are only 10 years old when they submit the information, which sets certain limits regarding the content and wording of the questions. The information was collected during lesson time, which means that the time for answering must be relatively short, so that the regular school work does not suffer. Instruments used would be of the same or similar type as the UGU project, thereby facilitating the possibilities for comparisons.

After considering the mentioned restrictions, we decided that the information obtained directly from the students would consist of:

  • A detailed survey of experiences and experiences in school, interest in studies and activities during leisure time.
  • A reliable measure of both linguistic and mathematical ability.

The questionnaires with return envelopes and teacher instructions were sent out at the turn of the month March-April, about one week before the specified data collection period. The last reminder, which took place in mid-May, consisted of a letter to all participating class teachers. In this we thanked teachers and students for their participation and at the same time we asked the teachers who have not yet sent in the questionnaires to do this as soon as possible.

As the student forms came in from the schools, the classes were checked off in a special list of the participating classes. For each class, the number of forms answered was checked against the number of students on the class list. In connection with this, the number of respondents, the number of “refusers” and the number of students who did not answer the form for other reasons (illness, and so on) were also noted. The check also involved a selection of such students, who had recently joined the class and who were therefore not included in the original student list.

Some guardians had declined participation so late that the student was not deleted from the class list. It was therefore particularly important to check that there were no answered forms from students who should not participate in the survey. In a few cases, such forms appeared. These were destroyed immediately without the form being taken out of the reply envelope.

None of us are therefore aware of these students’ answers.

When the data collection was completed, the correction and coding work began. The correction of the two tests, antonyms and arithmetic tests, was performed by staff, and was done on the basis of the same templates that had previously been used within the UGU project, and then the results were recorded on the front of the student form. In addition to the proofreading, the student form itself does not require coding work.

Knowledge test

Results of a vocabulary test containing 40 tasks, more specifically the subtest “Antonyms” from the DB A battery and a mathematics test consisting of 15 tasks taken from the areas:

  • the four arithmetic methods with whole numbers within the number range 0–10 000
  • problem solving
  • mathematical terminology

These samples are identical to those used in grade 3 in the spring of 1982, cohort 1972.

Questionnaire for students

The form for students contains 59 questions and highlights the following areas:

  • Students’ self-perception in different school situations (questions 1–33).
  • Students’ attitudes towards certain activities in school (questions 34–45).
  • Students’ leisure activities (questions 46–50).
  • Students’ attitudes towards school (questions 51–59).

The collection in 6th grade

The purpose of the report below is to report on the collection of data from the fifth sample in the spring of 1990, when the majority of the students reached 6th grade. In total, there are 4370 students.

Conduct of the survey

The implementation of a survey of this type presupposes both appropriate permits and the active participation of many people and organizations. Before the follow-up survey started in the spring of 1987, the teachers’ trade unions, the Swedish Home and School Association, the Student Organization in Sweden and the Swedish Association of Local Authorities, all of which gave their support to the survey, were therefore informed. Furthermore, an application was sent to the school boards in the municipalities concerned for permission to carry out the student examinations during lesson time. All 29 municipalities surveyed were positive about the survey and in connection with the permits being granted, a contact person was also appointed at each school board. Before the new data collection was started, a letter was sent in January 1990 to all contact persons, in which the forthcoming survey was described. Attached to the letter was a copy of the information letter sent out when the follow-up survey began, which provides a general description of the survey’s purpose and structure. Furthermore, a list was attached of the classes within the municipality that would be included in the spring of 1990 and how many students were affected in each class.

Due to the fact that many classes were divided and that individual students changed class or moved since 3rd grade, the students were spread over significantly more classes in 1990 than in 1987. At that time, the number of classes was almost 300. In the spring of 1990, the number had more than doubled. Some students had also moved to somewhere other than the original 29 municipalities. Another problem was that the most recently available information about the students’ class affiliation - which was obtained from Statistics Sweden’s register - was from the end of the academic year 1988/89, when they were mostly in 5th grade. It was the then current class designation that was stated for the contact person and which later formed the basis for the distribution of the student forms. However, we expected that with the help of class affiliation in 5th grade, it would be relatively easy to identify the correct class in 6th grade, which also turned out to be the case.

The survey material was sent out at the beginning of March. At the turn of the month, April-May, most of the forms had been returned to the department. The schools that did not submit any material at that time were contacted by telephone during the first week of May. At the end of this month, some schools from which forms were still missing received another telephone reminder.

At the end of February, the forms were sent to the guardians. They were sent directly to the residential addresses, which we received from Statistics Sweden. Each form was accompanied by a stamped reply envelope and a cover letter. By mid-April, just over half of the guardian surveys had been returned. A reminder letter was sent to the guardians who had not responded at the time, as well as a new copy of the questionnaire and an answer envelope. At the end of May, the response rate was around 70 percent. At the end of May, an additional reminder letter (Appendix 14) was sent to the remaining 30 percent with the attached form and reply envelope. This reminder also seems to have had an effect, because by the end of June, the response rate had increased by a further 7 percentage points.

Cognitive tests

The Cognitive tests are intelligence tests containing tasks of a verbal, inductive and spatial nature. These have been given at each collection in 6th grade and began with the evaluation in 1961. - Antonyms: To choose the opposite of a particular keyword among four options - Sheet metal folding: To work out which of the four figures you get, if you fold a pictured “sheet metal piece” - Number series: To continue a number series, where six numbers are given, with two more numbers

Knowledge test

Results on a math test. The test is identical to that given in 6th grade in the spring of 1985, cohort 1972.

Questionnaire for students

The form for students contains 44 questions.

  • Twenty-one questions (1–21) on self-perception
  • Seven questions (1–7 second part) concerning studies and career plans
  • Ten questions (1–10 third part) concerning hobbies
  • Four questions (11–14 third part) that deal with attitudes to homework, tests and other school work
  • Two open-ended questions (15 and 16) give students the opportunity to describe what is most positive and negative about the school

Questionnaire to the guardians

The form sent to the parents contains 21 questions divided into the following areas:

  • The child’s upbringing conditions.
  • Ambitions and wishes regarding the child’s education.
  • The parents’ own educational and professional situation.
  • Views on the school’s objectives.

Collection in 3rd grade of upper secondary school

The collection takes place during the last year of high school. The students are followed even after they have left primary school. Among other things, data collections are made during the time they are in upper secondary school. School administrative information such as choice of upper secondary school track, grades after completing education and questionnaire data collected from the students.

Three years after compulsory school, a questionnaire was sent to the students in the spring of 1996, when the majority were in 3rd grade of upper secondary school. The majority of those included in this survey belong to the first cohort who complete upper secondary school based on programs instead of lines which was different forms of upper secondary school education tracks.

A total of 4293 students received the survey and 3199 answered it. A response rate of 75 percent.

About 500 students left comments in connection with the collection, most of which were positive. Relatively common were:

  • What a good thing that someone really cares about what happens in high school
  • It is very important that such surveys are conducted
  • Finally, someone who is interested in what the students think
  • Feel free to send more surveys

Conduct of the survey

The survey was conducted as a postal survey with three reminders. The questionnaires were registered via Optical mark recognition, the material was checked and anomalous answers were corrected. A data file with the questionnaire responses was sent to the University of Gothenburg.

A general idea of ​​how the participants answered questions can be obtained by reviewing Appendix 1 in the work report “Collection of questionnaire data for the UGU project’s fifth cohort in the spring of 1996”. The response rates are marked for each question.

Questionnaire for students

The design of the questionnaire was discussed in detail with the members of the project reference group. The main points made can be summarized in two points:

  • the included questions should provide opportunities for comparisons with previous cohorts
  • the survey should provide comprehensive information about the new upper secondary school

In the survey design, both aspects were taken into account. The questionnaire used in the spring of 1996 consisted of 27 questions.

  • views on the education received in compulsory school after a couple of years
  • which upper secondary education has been chosen and which factors have guided this choice any study interruptions and the reasons for these
  • well-being in high school
  • views on upper secondary education
  • perceptions of one’s own ability in various subjects
  • scope of gainful employment in addition to the studies
  • how much time was spent on different hobbies
  • plans for future education and profession

Questionnaire students grade 3

Metadata

Description

Dataset name: kohort5_qs3

The dataset has N=4417 rows and 59 columns. 4194 rows have no missing values on any column.

Metadata for search engines
  • Date published: 2023-09-12
x
QS31A
QS31B
QS31C
QS32A
QS32B
QS32C
QS33A
QS33B
QS33C
QS34A
QS34B
QS34C
QS35A
QS35B
QS35C
QS36A
QS36B
QS36C
QS37A
QS37B
QS37C
QS38A
QS38B
QS38C
QS39A
QS39B
QS39C
QS310A
QS310B
QS310C
QS311A
QS311B
QS311C
QS334
QS335
QS336
QS337
QS338
QS339
QS340
QS341
QS342
QS343
QS344
QS345
QS346
QS347
QS348
QS349
QS350
QS351
QS352
QS353
QS354
QS355
QS356
QS357
QS358
QS359

#Variables

QS31A

Do you think that you are good at sums?

Distribution

Distribution of values for QS31A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS31A Do you think that you are good at sums? numeric 223 0.9495132 0 1 2 1.20124 0.4411878 ▁▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS31B

Do you think that your teacher thinks that you are good at sums?

Distribution

Distribution of values for QS31B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS31B Do you think that your teacher thinks that you are good at sums? numeric 223 0.9495132 0 1 2 1.162375 0.4352747 ▁▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS31C

Do you often think that you would like to be better at doing sums?

Distribution

Distribution of values for QS31C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS31C Do you often think that you would like to be better at doing sums? numeric 223 0.9495132 0 1 2 1.293276 0.4793047 ▁▁▇▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS32A

Do you think that you are good at spelling?

Distribution

Distribution of values for QS32A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS32A Do you think that you are good at spelling? numeric 223 0.9495132 0 1 2 1.277062 0.4785037 ▁▁▇▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS32B

Do you think that your parents think that you are good at spelling?

Distribution

Distribution of values for QS32B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS32B Do you think that your parents think that you are good at spelling? numeric 223 0.9495132 0 1 2 1.102289 0.3579088 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS32C

Do you often think that you would like to spell better?

Distribution

Distribution of values for QS32C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS32C Do you often think that you would like to spell better? numeric 223 0.9495132 0 1 2 1.368145 0.5083571 ▁▁▇▁▅ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS33A

Do you like working together with other children in the class?

Distribution

Distribution of values for QS33A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS33A Do you like working together with other children in the class? numeric 223 0.9495132 0 1 2 1.085837 0.3038424 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS33B

Do you think that other children in the class like working together with you?

Distribution

Distribution of values for QS33B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS33B Do you think that other children in the class like working together with you? numeric 223 0.9495132 0 1 2 1.097282 0.3877165 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS33C

Do you often think that you would like to be better at working together with other children?

Distribution

Distribution of values for QS33C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS33C Do you often think that you would like to be better at working together with other children? numeric 223 0.9495132 0 2 2 1.52599 0.5402182 ▁▁▆▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS34A

Do you ask the teacher for help when you do not understand?

Distribution

Distribution of values for QS34A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS34A Do you ask the teacher for help when you do not understand? numeric 223 0.9495132 0 1 2 1.020029 0.18934 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS34B

Do you think that your teacher thinks that you often ask for help?

Distribution

Distribution of values for QS34B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS34B Do you think that your teacher thinks that you often ask for help? numeric 223 0.9495132 0 2 2 1.776824 0.4692061 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS34C

Would you like to ask the teacher for help more often than you do?

Distribution

Distribution of values for QS34C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS34C Would you like to ask the teacher for help more often than you do? numeric 223 0.9495132 0 2 2 1.869814 0.390966 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS35A

Do you think that your teacher cares about you?

Distribution

Distribution of values for QS35A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS35A Do you think that your teacher cares about you? numeric 223 0.9495132 0 1 2 1.065331 0.3081295 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS35B

Do you think that the other children in the class think that the teacher cares about you?

Distribution

Distribution of values for QS35B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS35B Do you think that the other children in the class think that the teacher cares about you? numeric 223 0.9495132 0 1 2 1.277778 0.5180705 ▁▁▇▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS35C

Do you often think that the teacher should care more about you?

Distribution

Distribution of values for QS35C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS35C Do you often think that the teacher should care more about you? numeric 223 0.9495132 0 2 2 1.831903 0.4208073 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS36A

Do you think that it is hard to understand when the teacher explains things for the whole class?

Distribution

Distribution of values for QS36A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS36A Do you think that it is hard to understand when the teacher explains things for the whole class? numeric 223 0.9495132 0 2 2 1.820219 0.4224912 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS36B

Do you think that the teacher thinks that you understand when she explains things for the whole class?

Distribution

Distribution of values for QS36B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS36B Do you think that the teacher thinks that you understand when she explains things for the whole class? numeric 223 0.9495132 0 1 2 1.055079 0.309742 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS36C

Do you often think that you would like to understand things better when the teacher explains things?

Distribution

Distribution of values for QS36C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS36C Do you often think that you would like to understand things better when the teacher explains things? numeric 223 0.9495132 0 2 2 1.526466 0.5419581 ▁▁▆▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS37A

Do you think that you are bad at reading?

Distribution

Distribution of values for QS37A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS37A Do you think that you are bad at reading? numeric 223 0.9495132 0 2 2 1.798522 0.433718 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS37B

Do you think that your parents think that you are bad at reading?

Distribution

Distribution of values for QS37B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS37B Do you think that your parents think that you are bad at reading? numeric 223 0.9495132 0 2 2 1.903672 0.3463838 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS37C

Do you often think that you would like to be better at reading?

Distribution

Distribution of values for QS37C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS37C Do you often think that you would like to be better at reading? numeric 223 0.9495132 0 1 2 1.474487 0.52954 ▁▁▇▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS38A

Do you think you are bad at drawing and painting??

Distribution

Distribution of values for QS38A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS38A Do you think you are bad at drawing and painting?? numeric 223 0.9495132 0 2 2 1.579638 0.5295695 ▁▁▅▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS38B

Do you think that the other children in the class think that you are bad at drawing and painting?

Distribution

Distribution of values for QS38B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS38B Do you think that the other children in the class think that you are bad at drawing and painting? numeric 223 0.9495132 0 2 2 1.670005 0.528078 ▁▁▃▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS38C

Do you often think that you would like to be better at drawing and painting?

Distribution

Distribution of values for QS38C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS38C Do you often think that you would like to be better at drawing and painting? numeric 223 0.9495132 0 1 2 1.242012 0.4600307 ▁▁▇▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS39A

Do you think that you are bad at sport and physical exercise?

Distribution

Distribution of values for QS39A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS39A Do you think that you are bad at sport and physical exercise? numeric 223 0.9495132 0 2 2 1.771102 0.4481878 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS39B

Do you think that the other children in the class think that you are bad at sport and exercise?

Distribution

Distribution of values for QS39B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS39B Do you think that the other children in the class think that you are bad at sport and exercise? numeric 223 0.9495132 0 2 2 1.760849 0.485696 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS39C

Do you often think that you would like to be better at sport and physical exercise?

Distribution

Distribution of values for QS39C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS39C Do you often think that you would like to be better at sport and physical exercise? numeric 223 0.9495132 0 1 2 1.408202 0.5230572 ▁▁▇▁▆ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS310A

Do you think that you do well in school?

Distribution

Distribution of values for QS310A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS310A Do you think that you do well in school? numeric 223 0.9495132 0 1 2 1.173581 0.4421272 ▁▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS310B

Do you think that your parents think that you do well in school?

Distribution

Distribution of values for QS310B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS310B Do you think that your parents think that you do well in school? numeric 223 0.9495132 0 1 2 1.033381 0.2733608 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS310C

Do you often think that you would like to do better in school?

Distribution

Distribution of values for QS310C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS310C Do you often think that you would like to do better in school? numeric 223 0.9495132 0 1 2 1.422985 0.5313057 ▁▁▇▁▆ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS311A

Do you like to tell things to the whole class?

Distribution

Distribution of values for QS311A

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS311A Do you like to tell things to the whole class? numeric 223 0.9495132 0 2 2 1.504292 0.5251651 ▁▁▇▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS311B

Do you think that the other children in the class like it when you tell them things?

Distribution

Distribution of values for QS311B

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS311B Do you think that the other children in the class like it when you tell them things? numeric 223 0.9495132 0 1 2 1.268002 0.525243 ▁▁▇▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS311C

Do you often think that you would like to be better at telling things to the whole class?

Distribution

Distribution of values for QS311C

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS311C Do you often think that you would like to be better at telling things to the whole class? numeric 223 0.9495132 0 2 2 1.536719 0.5315797 ▁▁▆▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS334

How do you feel about going to school in the morning?

Distribution

Distribution of values for QS334

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS334 How do you feel about going to school in the morning? numeric 223 0.9495132 0 2 3 1.623748 0.7610032 ▁▇▁▇▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS335

How do you feel about having to listen when the teacher is talking?

Distribution

Distribution of values for QS335

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS335 How do you feel about having to listen when the teacher is talking? numeric 223 0.9495132 0 1 3 1.307582 0.5911379 ▁▇▁▃▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS336

How do you feel about having to talk yourself?

Distribution

Distribution of values for QS336

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS336 How do you feel about having to talk yourself? numeric 223 0.9495132 0 2 3 1.86886 0.8458415 ▁▇▁▆▆ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS337

How do you feel about having to read aloud for the whole class?

Distribution

Distribution of values for QS337

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS337 How do you feel about having to read aloud for the whole class? numeric 223 0.9495132 0 2 3 1.752742 0.8405694 ▁▇▁▆▅ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS338

How do you feel about having to do homework and other tasks at home?

Distribution

Distribution of values for QS338

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS338 How do you feel about having to do homework and other tasks at home? numeric 223 0.9495132 0 2 3 1.920362 0.8677656 ▁▇▁▇▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS339

How do you feel about doing maths?

Distribution

Distribution of values for QS339

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS339 How do you feel about doing maths? numeric 223 0.9495132 0 2 3 2.350739 0.7579868 ▁▁▁▆▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS340

How do you feel about reading aloud to your friends?

Distribution

Distribution of values for QS340

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS340 How do you feel about reading aloud to your friends? numeric 223 0.9495132 0 2 3 2.319027 0.7806297 ▁▂▁▆▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS341

How do you feel about talking about things to the whole class?

Distribution

Distribution of values for QS341

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS341 How do you feel about talking about things to the whole class? numeric 223 0.9495132 0 2 3 2.238197 0.7704662 ▁▃▁▇▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS342

How do you feel about drawing and painting?

Distribution

Distribution of values for QS342

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS342 How do you feel about drawing and painting? numeric 223 0.9495132 0 3 3 2.533381 0.7450971 ▁▁▁▂▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS343

How do you feel about doing sport and physical exercise?

Distribution

Distribution of values for QS343

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS343 How do you feel about doing sport and physical exercise? numeric 223 0.9495132 0 3 3 2.52432 0.718403 ▁▁▁▃▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS344

How do you feel about singing?

Distribution

Distribution of values for QS344

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS344 How do you feel about singing? numeric 223 0.9495132 0 3 3 2.329757 0.8222616 ▁▂▁▅▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS345

How do you feel about writing a story?

Distribution

Distribution of values for QS345

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS345 How do you feel about writing a story? numeric 223 0.9495132 0 2 3 2.190272 0.870066 ▁▃▁▆▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS346

How often do you read newspapers and comics?

Distribution

Distribution of values for QS346

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS346 How often do you read newspapers and comics? numeric 223 0.9495132 0 2 3 1.543634 0.6795916 ▁▇▁▇▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS347

How often do you read books?

Distribution

Distribution of values for QS347

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS347 How often do you read books? numeric 223 0.9495132 0 2 3 1.597282 0.6848866 ▁▇▁▇▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS348

How often do you do sport?

Distribution

Distribution of values for QS348

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS348 How often do you do sport? numeric 223 0.9495132 0 2 3 1.741059 0.7261248 ▁▅▁▇▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS349

How often do you spend time doing a hobby (e.g. collecting, building models, playing a musical instrument etc.)?

Distribution

Distribution of values for QS349

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS349 How often do you spend time doing a hobby (e.g. collecting, building models, playing a musical instrument etc.)? numeric 223 0.9495132 0 2 3 1.806152 0.7411777 ▁▆▁▇▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS350

How often do you do writing and sums at home?

Distribution

Distribution of values for QS350

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS350 How often do you do writing and sums at home? numeric 223 0.9495132 0 2 3 1.843824 0.6897265 ▁▃▁▇▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS351

Do you think that the hours that you are at school pass slowly?

Distribution

Distribution of values for QS351

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS351 Do you think that the hours that you are at school pass slowly? numeric 223 0.9495132 0 2 3 2.022413 0.6787801 ▁▂▁▇▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS352

Do you often spend time on your own during breaks?

Distribution

Distribution of values for QS352

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS352 Do you often spend time on your own during breaks? numeric 223 0.9495132 0 3 3 2.531712 0.768489 ▁▁▁▃▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS353

Do you think that you have to learn lots of pointless stuff in school?

Distribution

Distribution of values for QS353

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS353 Do you think that you have to learn lots of pointless stuff in school? numeric 223 0.9495132 0 3 3 2.518598 0.7535668 ▁▁▁▃▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS354

Do you give up if you get a difficult task to do in school?

Distribution

Distribution of values for QS354

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS354 Do you give up if you get a difficult task to do in school? numeric 223 0.9495132 0 2 2 1.880544 0.37357 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS355

Do you often think about other things when you do maths and writing in school?

Distribution

Distribution of values for QS355

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS355 Do you often think about other things when you do maths and writing in school? numeric 223 0.9495132 0 2 2 1.681211 0.5109765 ▁▁▃▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS356

Are you scared about having to answer questions in school?

Distribution

Distribution of values for QS356

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS356 Are you scared about having to answer questions in school? numeric 223 0.9495132 0 2 2 1.891512 0.3607363 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS357

Do you always do your best, even when the tasks are boring?

Distribution

Distribution of values for QS357

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS357 Do you always do your best, even when the tasks are boring? numeric 223 0.9495132 0 1 2 1.092036 0.3550172 ▁▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS358

Does it ever happen that you can be afraid of someone at school?

Distribution

Distribution of values for QS358

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS358 Does it ever happen that you can be afraid of someone at school? numeric 223 0.9495132 0 2 2 1.717215 0.5024664 ▁▁▂▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS359

Could you do better in school if you tried harder?

Distribution

Distribution of values for QS359

223 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS359 Could you do better in school if you tried harder? numeric 223 0.9495132 0 1 2 1.166428 0.426253 ▁▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

Questionnaire students grade 6

Metadata

Description

Dataset name: kohort5_qs6

The dataset has N=4417 rows and 35 columns. 3306 rows have no missing values on any column.

Metadata for search engines
  • Date published: 2023-09-12
x
QS61A
QS61B
QS61C
QS62A
QS62B
QS62C
QS63A
QS63B
QS63C
QS64A
QS64B
QS64C
QS65A
QS65B
QS65C
QS66A
QS66B
QS66C
QS67A
QS67B
QS67C
QS68
QS69
QS610
QS611
QS612
QS613
QS614
QS615
QS616
QS617
QS618
QS619
QS620
QS621

#Variables

QS61A

Do you think that you are good at sums?

Distribution

Distribution of values for QS61A

485 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS61A Do you think that you are good at sums? numeric 485 0.890197 1 1 2 1.226857 0.4188523 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS61B

Do you think that your teacher thinks that you are good at sums?

Distribution

Distribution of values for QS61B

553 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS61B Do you think that your teacher thinks that you are good at sums? numeric 553 0.8748019 1 1 2 1.247412 0.431564 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS61C

Do you often think that you would like to be better at doing sums?

Distribution

Distribution of values for QS61C

467 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS61C Do you often think that you would like to be better at doing sums? numeric 467 0.8942721 1 1 2 1.392911 0.4884592 ▇▁▁▁▅ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS62A

Do you think that you are good at spelling?

Distribution

Distribution of values for QS62A

470 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS62A Do you think that you are good at spelling? numeric 470 0.8935929 1 1 2 1.278946 0.4485378 ▇▁▁▁▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS62B

Do you think that your parents think that you are good at spelling?

Distribution

Distribution of values for QS62B

509 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS62B Do you think that your parents think that you are good at spelling? numeric 509 0.8847634 1 1 2 1.183982 0.3875188 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS62C

Do you often think that you would like to spell better?

Distribution

Distribution of values for QS62C

468 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS62C Do you often think that you would like to spell better? numeric 468 0.8940457 1 2 2 1.518612 0.4997167 ▇▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS63A

Do you like working together with other children in the class?

Distribution

Distribution of values for QS63A

460 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS63A Do you like working together with other children in the class? numeric 460 0.8958569 1 1 2 1.083397 0.2765156 ▇▁▁▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS63B

Do you think that other children in the class like working together with you?

Distribution

Distribution of values for QS63B

586 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS63B Do you think that other children in the class like working together with you? numeric 586 0.8673308 1 1 2 1.126599 0.3325664 ▇▁▁▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS63C

Do you often think that you would like to be better at working together with other children?

Distribution

Distribution of values for QS63C

489 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS63C Do you often think that you would like to be better at working together with other children? numeric 489 0.8892914 1 2 2 1.672352 0.4694153 ▃▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS64A

Do you think that you are bad at reading?

Distribution

Distribution of values for QS64A

463 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS64A Do you think that you are bad at reading? numeric 463 0.8951777 1 2 2 1.834345 0.3718177 ▂▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS64B

Do you think that your parents think that you are bad at reading?

Distribution

Distribution of values for QS64B

502 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS64B Do you think that your parents think that you are bad at reading? numeric 502 0.8863482 1 2 2 1.922605 0.2672507 ▁▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS64C

Do you often think that you would like to be better at reading?

Distribution

Distribution of values for QS64C

479 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS64C Do you often think that you would like to be better at reading? numeric 479 0.8915554 1 2 2 1.639665 0.4801586 ▅▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS65A

Do you think you are bad at drawing and painting??

Distribution

Distribution of values for QS65A

480 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS65A Do you think you are bad at drawing and painting?? numeric 480 0.891329 1 1 2 1.472187 0.4992892 ▇▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS65B

Do you think that the other children in the class think that you are bad at drawing and painting?

Distribution

Distribution of values for QS65B

559 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS65B Do you think that the other children in the class think that you are bad at drawing and painting? numeric 559 0.8734435 1 2 2 1.61042 0.4877183 ▅▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS65C

Do you often think that you would like to be better at drawing and painting?

Distribution

Distribution of values for QS65C

481 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS65C Do you often think that you would like to be better at drawing and painting? numeric 481 0.8911026 1 1 2 1.249238 0.4326267 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS66A

Do you think that you are bad at sport and physical exercise?

Distribution

Distribution of values for QS66A

477 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS66A Do you think that you are bad at sport and physical exercise? numeric 477 0.8920082 1 2 2 1.753807 0.4308469 ▂▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS66B

Do you think that the other children in the class think that you are bad at sport and exercise?

Distribution

Distribution of values for QS66B

552 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS66B Do you think that the other children in the class think that you are bad at sport and exercise? numeric 552 0.8750283 1 2 2 1.7674 0.4225442 ▂▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS66C

Do you often think that you would like to be better at sport and physical exercise?

Distribution

Distribution of values for QS66C

483 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS66C Do you often think that you would like to be better at sport and physical exercise? numeric 483 0.8906498 1 1 2 1.45272 0.4978228 ▇▁▁▁▆ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS67A

Do you think that you do well in school?

Distribution

Distribution of values for QS67A

540 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS67A Do you think that you do well in school? numeric 540 0.8777451 1 1 2 1.215889 0.4114904 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS67B

Do you think that your parents think that you do well in school?

Distribution

Distribution of values for QS67B

549 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS67B Do you think that your parents think that you do well in school? numeric 549 0.8757075 1 1 2 1.083764 0.2770697 ▇▁▁▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS67C

Do you often think that you would like to do better in school?

Distribution

Distribution of values for QS67C

483 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS67C Do you often think that you would like to do better in school? numeric 483 0.8906498 1 1 2 1.478902 0.4996182 ▇▁▁▁▇ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS68

Which English course have you chosen for year 7?

Distribution

Distribution of values for QS68

481 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS68 Which English course have you chosen for year 7? numeric 481 0.8911026 1 2 3 1.904217 0.4946704 ▂▁▇▁▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS69

Which maths course have you chosen for year 7?

Distribution

Distribution of values for QS69

514 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS69 Which maths course have you chosen for year 7? numeric 514 0.8836314 1 2 3 1.972841 0.5689563 ▂▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS610

Do you think that you will continue at upper secondary school later on?

Distribution

Distribution of values for QS610

461 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS610 Do you think that you will continue at upper secondary school later on? numeric 461 0.8956305 1 1 3 1.505814 0.8543584 ▇▁▁▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS611

How many books do you read in your free time?

Distribution

Distribution of values for QS611

440 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS611 How many books do you read in your free time? numeric 440 0.9003849 1 3 4 2.710083 1.005609 ▃▅▁▇▆ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS612

How many comics do you read?

Distribution

Distribution of values for QS612

432 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS612 How many comics do you read? numeric 432 0.9021961 1 1 4 1.693852 1.025344 ▇▂▁▂▁ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS613

How often do you read daily newspapers?

Distribution

Distribution of values for QS613

427 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS613 How often do you read daily newspapers? numeric 427 0.9033281 1 2 3 1.609524 0.6422959 ▇▁▇▁▂ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS614

How long do you normally spend listening to music?

Distribution

Distribution of values for QS614

464 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS614 How long do you normally spend listening to music? numeric 464 0.8949513 1 3 6 3.400708 1.484167 ▇▆▅▂▃ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS615

How long do you normally spend watching TV/videos?

Distribution

Distribution of values for QS615

474 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS615 How long do you normally spend watching TV/videos? numeric 474 0.8926873 1 4 6 4.053259 1.323098 ▃▅▇▆▅ F1.0

Value labels

Response choices
name value
No answer 0
Yes 1
No 2

QS616

How often in your free time do you participate in team sports such as basketball, handball, football, bandy or similar sports?

Distribution

Distribution of values for QS616

392 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS616 How often in your free time do you participate in team sports such as basketball, handball, football, bandy or similar sports? numeric 392 0.911252 0 2 4 2.335155 1.344756 ▁▇▃▂▇ F1.0

Value labels

Response choices
name value
more than once a week 1
once a week 2
less than once a week 3
seldom-never 4

QS617

How often in your free time do you do sports such as swimming, skiing or similar sports?

Distribution

Distribution of values for QS617

392 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS617 How often in your free time do you do sports such as swimming, skiing or similar sports? numeric 392 0.911252 0 2 4 2.508323 1.255403 ▁▇▅▅▇ F1.0

Value labels

Response choices
name value
more than once a week 1
once a week 2
less than once a week 3
seldom-never 4

QS618

How much time do you spend on average each week doing home assignments or homework?

Distribution

Distribution of values for QS618

392 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss
QS618 How much time do you spend on average each week doing home assignments or homework? numeric 392 0.911252 0 3 5 2.713043 1.000691 ▁▇▇▂▁ F1.0

Value labels

Response choices
name value
no time 1
0.5 h/day 2
1 h/day 3
1.5 h/day 4
2 h/day 5

QS619

How often do you get help from someone at home with homework or other school work?