Introduction

Cohort 1992 is a stratified municipality and school sample where the majority of students were born in 1992. The first collection was made in 6th grade in 2005 and consisted of tests and questionnaires.

Summary

The purpose of the comprehensive data surveys is to enable both longitudinal and cross-sectional surveys of large and representative student selections. The follow-up survey of this current sample began in the spring of 2003 when the students were in the 3rd grade of compulsory school. Until 5th grade only school administration data was collected through Statistics Sweden. In the spring of 2008, when the majority of the students attended 6th grade, the school administrative information was supplemented with data obtained directly from students, guardians and the teachers concerned.

The survey population consists of the pupils who attended 3rd grade of compulsory school in the spring term of 2003. The population is, by definition delimited with regard to grade affiliation, which means that it includes pupils with different years of birth. The majority, or just over 95 per cent, were born in 1992. The sample includes 10153 students, of which 9992 are included in this survey. The number of students who answered all or parts of the questionnaire was 8232, the parent questionnaire 7672 and the teacher questionnaire 860. The proportion who answered the student questionnaire is 82 percent, the parent questionnaire 77 percent and the teacher questionnaire 59 per cent.

The reports present the results from the various surveys through descriptive tables and diagrams. Several of the questions contain sub-questions that may represent indicators of more elusive phenomena. These scored sub-questions may form the basis for scales, which provide a more reliable means of measuring a phenomenon than individual questions can. The reliability of the scales has been estimated using Cronbach’s alpha and overall, all scales have an acceptable reliability.

The results from the data collection are described in three reports, one for each questionnaire, see under the heading reports.

In the spring of 2008, when the majority of the students attended 9th grade, a questionnaire was given in which questions were asked about their school and life situation. The questionnaire was sent home to the students and a total of 5920 students responded, which was 58 percent of the original sample.

The next questionnaire was given in the spring of 2012 when the majority of the cohort had left high school. Due to logistical reasons, the questionnaire could not be given as planned during the last year of upper secondary school but was conducted the following year. This probably contributed to very low participation. The questionnaire was sent home to the students and a total of 1938 students answered, which was 19 percent of the sample.

In some reports, the results from some of the surveys are reported through descriptive tables and diagrams. Several of the questions contain sub-questions that may represent indicators of more elusive phenomena. These scored sub-questions may form the basis for scales, which provide a more reliable means of measuring a phenomenon than individual questions can do. The reliability of the scales has been estimated using Cronbach’s alpha and in general all scales show an acceptable reliability, see under the heading reports.

Questionnaires and data

The collection in 6th grade

The final version of the student survey and the various cover letters were sent by the project staff to Statistics Sweden in mid-January 2005, who printed and distributed the survey. The information letter to the principal and the teachers concerned was sent in week 4. A letter, written by the National Agency for Education to the principal, about the national significance of the survey, was also included in the information material. The student questionnaire was then sent to the principal during week 10. The consignment contained additional information about the survey and instructions, both to the principal and to the teacher. A reminder with a new questionnaire was sent to the Rector in week 17. This was followed by two telephone reminders to the Rector, in week 19 and week 22. The collection was completed in June 2005, after which the bound questionnaire responses were read by Statistics Sweden and sent to the University of Gothenburg in unidentifiable condition.

More about the implementation can be read in the Technical Report Statistics Sweden compiled in connection with the submission of data, see under the heading reports.

The sample includes 10147 individuals in this survey. The number of students who answered all or parts of the questionnaire is 8232, the parent questionnaire 7672 and the teacher questionnaire 860. The proportion who answered the student questionnaire is 82 percent, the parent questionnaire 77 percent and the teacher questionnaire 58 percent.

The reports present the results from the various surveys through descriptive tables and diagrams. Several of the questions contain sub-questions that may represent indicators of more elusive phenomena. These scored sub-questions may form the basis for scales, which provide a more reliable means of measuring a phenomenon than individual questions can do. The reliability of the scales has been estimated using Cronbach’s alpha and overall, all scales have an acceptable reliability.

The results from the data collection are described in three reports, one for each questionnaire, see under the heading reports.

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.

As of the 2005 evaluation, there is another newly constructed verbal test.

  • 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
  • Synonyms: To enter the synonym for a particular keyword among four options

Questionnaire for students

The questionnaire includes 20 questions in addition to the cognitive tests. Most of the questions are formulated as main questions with a number of sub-questions with four or five answer alternatives. By constructing scales and using the sub-questions as indicators, it is possible to access phenomena that are difficult to measure. The questions concern the following areas.

  • Six questions (1, 2, 3, 4, 5, 6) concern students’ general perception of their ability to acquire knowledge and skills in nine different areas of knowledge and their general interest in and how important it is for them to learn in these areas. The questions also concern the students’ perception of their ability to cope with certain specific tasks in Swedish, English and mathematics.
  • Four questions (7, 8, 9 and 15) concern a sense of context or how students feel in different learning and social contexts in school and their general school well-being.
  • One question (10) concerns the students’ motivation to learn in school or how often they try to achieve a number of specific goals with their learning.
  • One question (11) concerns how often certain forms of work occur in the classroom.
  • Three questions (12, 13 and 14) concern the existence of and use of time for homework or assignments, as well as help with homework at home.
  • Two questions (16 and 17) concern the parents’ involvement in the child’s school situation and future educational plans.
  • Three questions (18, 19 and 20) are about students’ hobbies.

Questionnaire to the parents and guardians

The questionnaire conducted in 2005 included 15 questions. The first seven questions concern certain factual circumstances, such as conditions of upbringing and the extent to which the student has participated in preschool activities. Most of the other questions aim to provide a picture of the contact between children and parents and how the parents view the school’s activities. Each of the questions consists of a number of sub-questions which concern the following areas:

  • progress talks and parent teacher meetings
  • the requirements set by the school
  • the child’s school situation
  • the importance of various school subjects
  • communication between children and parents
  • the information from the school
  • school resources
  • the school’s knowledge transfer

Questionnaire for teachers

At two previous collections, the teachers have also received a questionnaire to get as complete a picture as possible of the student’s school situation. The teacher questionnaire consists of 22 questions. Most of the questions are formulated as main questions with a number of sub-questions. The questions concern the following:

  • facts about the teacher
  • information on the size and composition of the class
  • the teacher’s assessments of the class’ level of knowledge
  • experience of school and work content
  • working methods and working conditions
  • parental involvement
  • the existence of evaluations

The collection in 9th grade

The collection was carried out in the spring of 2008, when the students attended 9th grade of compulsory school. A paper questionnaire was sent home to the students.

The original number of students in the sample was 10,147 and the number of students who received a survey in the data collection in 9th grade amounted to 9,890. The main reason for the dropout is that the students in question have moved from Sweden. The response rate was 58 percent and the internal dropout rate was generally low. Distortions in data caused by the sample design and omissions are handled using weighting variables.

The scale constructions that refer to self-assessments of general and specific school performance as well as the general interest in learning more in school largely correspond to the scales reported in the previous surveys conducted in 6th grade for cohort 1982 and the previous collection for 9th grade in the spring of 2003. In some scales, the number of sub-questions has been increased. However, comparability has been maintained in several of the key issues of interest and self-esteem.

Two questions have been added to this data collection in 9th grade. One aims to measure the motivation for learning and was posed to this cohort in 6th grade. The other investigates the students’ perception of the importance of cognitive ability and effort for performance and is completely newly constructed for this collection. The questions about the students’ motivation for learning worked well and the four dimensions that were theoretically assumed to be present in the questions turned out well. However, the question of students’ perceptions of the importance of cognitive ability and effort did not work well.

The scales that aim to measure parents’ involvement in the school situation, students’ well-being at school and their experience of the school situation have been modified somewhat in this survey. In essence, the changes have followed the line advocated in the report on the previous survey (Giota & Cliffordson, 2004).

The approach with the formation of scales means that we get measurements of various phenomena that are both more reliable and have higher validity than what is possible with question models that were usually based on individual questions with only two or three answer alternatives.

Constructing scales by summing the points of the sub-questions and using weighted data are two methods / techniques, among others, that can be used to increase the reliability and validity of the results.

The results from the data collection are described in the report for the questionnaire, see under the heading reports.

Questionnaire for students

The final questionnaire came to include 25 questions of which 17 questions concern primary school, 5 questions are about the student’s continued schooling after primary school, 2 questions concern the student’s motivation for learning and perception of cognitive ability and 1 question concerns the student’s leisure activities. Several of the questions are formulated as main questions with a number of sub-questions followed by four or five answer alternatives. To enable comparison within the same cohort, some of the questions are the same as in the survey of this cohort in 2005 in 6th grade. The questions concern the following areas.

  • Five questions (1, 2, 20, 21 and 22) concern the choice of primary and secondary school, such as active choice of municipal or independent school and the main grounds for these choices.
  • Six questions (3, 4, 5, 6, 7, 8) are about the students’ general perception of their ability to acquire the subject matter that the school teaches in nine different areas of knowledge, interest in acquiring the subject matter in these areas, self-perceived degree of difficulty in studying during the last three school years in compulsory school, and perception of their ability or competence to cope with certain specific tasks in Swedish, English and mathematics.
  • Two questions (16 and 17) concern students’ experiences in certain specific school situations and general well-being.
  • Five questions (9, 12, 13, 14 and 15) are about working methods in the classroom and students’ attitudes to grades.
  • One question (11) concerns time spent on homework.
  • One question (10) concerns the parents’ involvement in the students’ school work and one question (25) concerns the students’ hobbies.
  • Two questions (18 and 19) concern students’ motivation for learning and perception of cognitive ability.
  • Two questions (23 and 24) concern the students’ plans to study abroad during upper secondary school and continue to study at college or university after completing upper secondary education.

Collection the year after high school

The collection was handled by Statistics Sweden in Örebro and was designed as an online survey. Login details along with a cover letter were sent to those who remained in the survey at this time. A total of 9945 people were invited to answer the survey. Reminder letters were sent to those who had not yet answered the questionnaire after a couple of weeks and two more reminder letters were sent. The survey could not be completed until the year after most participants left high school. the number of respondents was a modest 1938 students or 19 percent of the sample. To compensate for the loss, weights have been used which for the most part compensate for the loss.

Questionnaire for students

The final survey included 51 questions and aimed to provide information on:

  • how the education received in compulsory school is viewed after a couple of years
  • which upper secondary education has been chosen and the reason for the 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

Basic information

Basic information

Register data that Statistics Sweden collects 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 data have been obtained from 3rd grade onwards 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. Information is collected in 3rd grade, initially sampling entire classes, but as students move over time, the form is sent to a growing number of schools, which are requested to complete 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
  • national tests in Swedish, English and mathematics from 9th grade

Questionnaire students 6th grade

Metadata

Description

Dataset name: kohort8_qs

The dataset has N=10147 rows and 130 columns. 5357 rows have no missing values on any column.

Metadata for search engines
  • Date published: 2023-06-28
x
QS61A
QS61B
QS61C
QS61D
QS61E
QS61F
QS61G
QS61H
QS61I
QS62A
QS62B
QS62C
QS62D
QS62E
QS62F
QS62G
QS62H
QS62I
QS63A
QS63B
QS63C
QS63D
QS63E
QS63F
QS63G
QS63H
QS63I
QS64A
QS64B
QS64C
QS64D
QS64E
QS64F
QS64G
QS65A
QS65B
QS65C
QS65D
QS65E
QS65F
QS65G
QS66A
QS66B
QS66C
QS66D
QS66E
QS66F
QS66G
QS67A
QS67B
QS68A
QS68B
QS68C
QS68D
QS68E
QS68F
QS68G
QS68H
QS68I
QS68J
QS68K
QS68L
QS69A
QS69B
QS69C
QS69D
QS69E
QS69F
QS69G
QS610A
QS610B
QS610C
QS610D
QS610E
QS610F
QS610G
QS610H
QS610I
QS610J
QS610K
QS610L
QS610M
QS610N
QS610O
QS610P
QS610Q
QS610R
QS610S
QS610T
QS610U
QS610V
QS610X
QS610Y
QS611A
QS611B
QS611C
QS611D
QS611E
QS611F
QS611G
QS611H
QS611I
QS612
QS613
QS614
QS615A
QS615B
QS615C
QS615D
QS615E
QS615F
QS616A
QS616B
QS616C
QS616D
QS616E
QS616F
QS616G
QS617
QS618A
QS618B
QS619A
QS619B
QS619C
QS619D
QS620A
QS620B
QS620C
QS620D
QS6_part

#Variables

QS61A

How good do you think you are in the following subjects? Swedish

Distribution

Distribution of values for QS61A

1969 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61A How good do you think you are in the following subjects? Swedish numeric 1969 0.8059525 1 2 5 2.015163 0.6817131 ▂▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61B

How good do you think you are in the following subjects? English

Distribution

Distribution of values for QS61B

1986 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61B How good do you think you are in the following subjects? English numeric 1986 0.8042771 1 2 5 2.105624 0.8972283 ▅▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61C

How good do you think you are in the following subjects? Mathematic

Distribution

Distribution of values for QS61C

2032 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61C How good do you think you are in the following subjects? Mathematic numeric 2032 0.7997438 1 2 5 2.123845 0.8786723 ▃▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61D

How good do you think you are in the following subjects? Social science

Distribution

Distribution of values for QS61D

2000 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61D How good do you think you are in the following subjects? Social science numeric 2000 0.8028974 1 2 5 2.201915 0.8137996 ▃▇▅▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61E

How good do you think you are in the following subjects? Science

Distribution

Distribution of values for QS61E

2051 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61E How good do you think you are in the following subjects? Science numeric 2051 0.7978713 1 2 5 2.330781 0.8116028 ▂▇▆▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61F

How good do you think you are in the following subjects? Sport

Distribution

Distribution of values for QS61F

1993 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61F How good do you think you are in the following subjects? Sport numeric 1993 0.8035873 1 1 5 1.688864 0.8533919 ▇▅▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61G

How good do you think you are in the following subjects? Art

Distribution

Distribution of values for QS61G

1995 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61G How good do you think you are in the following subjects? Art numeric 1995 0.8033902 1 2 5 2.240555 1.057382 ▆▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61H

How good do you think you are in the following subjects? Music

Distribution

Distribution of values for QS61H

2036 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61H How good do you think you are in the following subjects? Music numeric 2036 0.7993496 1 2 5 2.254469 0.9986906 ▅▇▆▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS61I

How good do you think you are in the following subjects? Handicraft

Distribution

Distribution of values for QS61I

1991 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS61I How good do you think you are in the following subjects? Handicraft numeric 1991 0.8037844 1 2 5 1.922879 0.8442463 ▆▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS62A

How interested are you in learning more about the following subjects? Swedish

Distribution

Distribution of values for QS62A

1977 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62A How interested are you in learning more about the following subjects? Swedish numeric 1977 0.8051641 1 2 5 2.207834 0.9082731 ▃▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62B

How interested are you in learning more about the following subjects? English

Distribution

Distribution of values for QS62B

1984 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62B How interested are you in learning more about the following subjects? English numeric 1984 0.8044742 1 2 5 1.804484 0.9174421 ▇▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62C

How interested are you in learning more about the following subjects? Mathematic

Distribution

Distribution of values for QS62C

2004 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62C How interested are you in learning more about the following subjects? Mathematic numeric 2004 0.8025032 1 2 5 2.113717 1.049072 ▆▇▃▂▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62D

How interested are you in learning more about the following subjects? Social science

Distribution

Distribution of values for QS62D

2002 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62D How interested are you in learning more about the following subjects? Social science numeric 2002 0.8027003 1 2 5 2.19337 1.027044 ▆▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62E

How interested are you in learning more about the following subjects? Science

Distribution

Distribution of values for QS62E

2049 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62E How interested are you in learning more about the following subjects? Science numeric 2049 0.7980684 1 2 5 2.264633 1.028187 ▅▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62F

How interested are you in learning more about the following subjects? Sport

Distribution

Distribution of values for QS62F

2009 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62F How interested are you in learning more about the following subjects? Sport numeric 2009 0.8020104 1 1 5 1.529 0.8529353 ▇▃▁▁▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62G

How interested are you in learning more about the following subjects? Art

Distribution

Distribution of values for QS62G

2007 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62G How interested are you in learning more about the following subjects? Art numeric 2007 0.8022075 1 2 5 1.949877 1.096384 ▇▆▂▁▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62H

How interested are you in learning more about the following subjects? Music

Distribution

Distribution of values for QS62H

2019 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62H How interested are you in learning more about the following subjects? Music numeric 2019 0.8010249 1 2 5 2.137549 1.165847 ▇▇▃▂▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS62I

How interested are you in learning more about the following subjects? Handicraft

Distribution

Distribution of values for QS62I

1995 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS62I How interested are you in learning more about the following subjects? Handicraft numeric 1995 0.8033902 1 2 5 1.886776 1.00706 ▇▆▂▁▁ F1.0 6

Value labels

Response choices
name value
Very interested 1
Quite interested 2
Either of 3
Not particularly interested 4
Not at all interested 5
No answer 9

QS63A

How important is it that you learn Swedish

Distribution

Distribution of values for QS63A

1971 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63A How important is it that you learn Swedish numeric 1971 0.8057554 1 1 5 1.50954 0.6978566 ▇▅▁▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63B

How important is it that you learn English

Distribution

Distribution of values for QS63B

1963 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63B How important is it that you learn English numeric 1963 0.8065438 1 1 5 1.253666 0.5513351 ▇▂▁▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63C

How important is it that you learn Maths

Distribution

Distribution of values for QS63C

1978 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63C How important is it that you learn Maths numeric 1978 0.8050655 1 1 5 1.349247 0.6465646 ▇▂▁▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63D

How important is it that you learn Social science subjects

Distribution

Distribution of values for QS63D

1982 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63D How important is it that you learn Social science subjects numeric 1982 0.8046713 1 2 5 1.8812 0.8310755 ▆▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63E

How important is it that you learn Science subjects

Distribution

Distribution of values for QS63E

2008 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63E How important is it that you learn Science subjects numeric 2008 0.802109 1 2 5 1.940533 0.8537154 ▆▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63F

How important is it that you learn Sport and physical education

Distribution

Distribution of values for QS63F

1973 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63F How important is it that you learn Sport and physical education numeric 1973 0.8055583 1 1 5 1.533276 0.7976818 ▇▃▁▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63G

How important is it that you learn Art

Distribution

Distribution of values for QS63G

1976 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63G How important is it that you learn Art numeric 1976 0.8052626 1 2 5 2.288092 1.086573 ▆▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63H

How important is it that you learn Music

Distribution

Distribution of values for QS63H

1999 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63H How important is it that you learn Music numeric 1999 0.802996 1 2 5 2.31296 1.130274 ▆▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS63I

How important is it that you learn Handicraft

Distribution

Distribution of values for QS63I

1977 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS63I How important is it that you learn Handicraft numeric 1977 0.8051641 1 2 5 2.067319 0.9839559 ▆▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very important 1
Quite important 2
Ether important or unimportant 3
Not particularly important 4
Not at all important 5
No answer 9

QS64A

How well do you think you are able to accomplish the following in Swedish? Read and understand a text

Distribution

Distribution of values for QS64A

1965 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64A How well do you think you are able to accomplish the following in Swedish? Read and understand a text numeric 1965 0.8063467 1 1 5 1.532755 0.6740263 ▇▆▁▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64B

How well do you think you are at spelling in Swedish?

Distribution

Distribution of values for QS64B

1987 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64B How well do you think you are at spelling in Swedish? numeric 1987 0.8041786 1 2 5 1.878554 0.8891667 ▇▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64C

How well do you think you are able to accomplish the following in Swedish? Read aloud for the whole class

Distribution

Distribution of values for QS64C

2007 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64C How well do you think you are able to accomplish the following in Swedish? Read aloud for the whole class numeric 2007 0.8022075 1 2 5 2.148526 1.053982 ▆▇▃▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64D

How well do you think you are able to accomplish the following in Swedish? Read the subtitles to a film?

Distribution

Distribution of values for QS64D

1980 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64D How well do you think you are able to accomplish the following in Swedish? Read the subtitles to a film? numeric 1980 0.8048684 1 1 5 1.236317 0.5890989 ▇▁▁▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64E

How well do you think you are able to accomplish the following in Swedish? Write a story

Distribution

Distribution of values for QS64E

1986 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64E How well do you think you are able to accomplish the following in Swedish? Write a story numeric 1986 0.8042771 1 2 5 1.917167 0.9350216 ▇▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64F

How well do you think you are able to accomplish the following in Swedish? Participate in a discussion

Distribution

Distribution of values for QS64F

2004 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64F How well do you think you are able to accomplish the following in Swedish? Participate in a discussion numeric 2004 0.8025032 1 2 5 1.991526 0.9320052 ▇▇▅▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS64G

How well do you think you are able to Tell a story for your teacher and your classmates in Swedish?

Distribution

Distribution of values for QS64G

1989 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS64G How well do you think you are able to Tell a story for your teacher and your classmates in Swedish? numeric 1989 0.8039815 1 2 5 2.234003 1.074764 ▅▇▃▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65A

How well do you think you are able to accomplish the following in English? Understand when some speaks

Distribution

Distribution of values for QS65A

1968 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65A How well do you think you are able to accomplish the following in English? Understand when some speaks numeric 1968 0.806051 1 2 5 1.760484 0.7825272 ▇▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65B

How well do you think you are able to accomplish the following in English? Understand an english film without subtitles?

Distribution

Distribution of values for QS65B

1979 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65B How well do you think you are able to accomplish the following in English? Understand an english film without subtitles? numeric 1979 0.804967 1 2 5 2.136019 0.9843817 ▅▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65C

How well do you think you are able to accomplish the following in English? Read and understand a text

Distribution

Distribution of values for QS65C

1991 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65C How well do you think you are able to accomplish the following in English? Read and understand a text numeric 1991 0.8037844 1 2 5 1.785189 0.8153682 ▇▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65D

How well do you think you are able to accomplish the following in English? Talk to anybody

Distribution

Distribution of values for QS65D

1994 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65D How well do you think you are able to accomplish the following in English? Talk to anybody numeric 1994 0.8034887 1 2 5 1.932417 0.8893494 ▆▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65E

How well do you think you are able to accomplish the following in English? Write a letter or a story

Distribution

Distribution of values for QS65E

1996 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65E How well do you think you are able to accomplish the following in English? Write a letter or a story numeric 1996 0.8032916 1 2 5 2.312354 1.002497 ▃▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65F

How well do you think you are able to Tell a story for your teacher and your classmates speaks in English?

Distribution

Distribution of values for QS65F

2004 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65F How well do you think you are able to Tell a story for your teacher and your classmates speaks in English? numeric 2004 0.8025032 1 2 5 2.53371 1.094216 ▃▇▆▂▂ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS65G

How well do you think you are able to accomplish the following in English? Look up factual information in an English encyclopaedia

Distribution

Distribution of values for QS65G

2009 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS65G How well do you think you are able to accomplish the following in English? Look up factual information in an English encyclopaedia numeric 2009 0.8020104 1 2 5 2.288646 0.9913582 ▅▇▅▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66A

How well do you think you are able to accomplish the following in Mathematic? Mental arithmetic /rough calculation

Distribution

Distribution of values for QS66A

1966 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66A How well do you think you are able to accomplish the following in Mathematic? Mental arithmetic /rough calculation numeric 1966 0.8062482 1 2 5 1.879966 0.8413319 ▆▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66B

How well do you think you are able to accomplish the following in Mathematic? Calculate percentages

Distribution

Distribution of values for QS66B

2055 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66B How well do you think you are able to accomplish the following in Mathematic? Calculate percentages numeric 2055 0.7974771 1 2 5 2.101088 0.9518964 ▅▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66C

How well do you think you are able to accomplish the following in Mathematic? Calculate area and circumference

Distribution

Distribution of values for QS66C

2016 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66C How well do you think you are able to accomplish the following in Mathematic? Calculate area and circumference numeric 2016 0.8013206 1 2 5 1.942197 0.9469854 ▇▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66D

How well do you think you are able to accomplish the following in Mathematic? Solve equations

Distribution

Distribution of values for QS66D

2583 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66D How well do you think you are able to accomplish the following in Mathematic? Solve equations numeric 2583 0.745442 1 3 5 2.63128 1.128094 ▃▇▇▂▂ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66E

How well do you think you are able to accomplish the following in Mathematic? Solve mathematic problems

Distribution

Distribution of values for QS66E

2017 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66E How well do you think you are able to accomplish the following in Mathematic? Solve mathematic problems numeric 2017 0.801222 1 2 5 2.150554 0.9159353 ▅▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66F

How well do you think you are able to accomplish the following in Mathematic? Explain mathematic problems

Distribution

Distribution of values for QS66F

2034 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66F How well do you think you are able to accomplish the following in Mathematic? Explain mathematic problems numeric 2034 0.7995467 1 2 5 2.470972 1.029245 ▃▇▆▂▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS66G

How well do you think you are able to accomplish the following in Mathematic? Calculate addition and division e.g.

Distribution

Distribution of values for QS66G

2025 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS66G How well do you think you are able to accomplish the following in Mathematic? Calculate addition and division e.g. numeric 2025 0.8004336 1 1 5 1.707215 0.8787996 ▇▅▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS67A

How do you learn things in school when you are? Working in groups

Distribution

Distribution of values for QS67A

1990 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS67A How do you learn things in school when you are? Working in groups numeric 1990 0.8038829 1 2 5 1.772833 0.7510055 ▆▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS67B

How do you learn things in school when you are? Working individually

Distribution

Distribution of values for QS67B

1991 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS67B How do you learn things in school when you are? Working individually numeric 1991 0.8037844 1 1 5 1.561672 0.7005279 ▇▆▁▁▁ F1.0 6

Value labels

Response choices
name value
Very good 1
Quite good 2
Either good or poor 3
Quite poor 4
Very poor 5
No answer 9

QS68A

How true are the following? I normally manage to do the tasks that I am given

Distribution

Distribution of values for QS68A

1984 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68A How true are the following? I normally manage to do the tasks that I am given numeric 1984 0.8044742 1 2 5 2.093838 0.5591808 ▁▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68B

How true are the following? It is unpleasant to have to answer the teachers questions

Distribution

Distribution of values for QS68B

2009 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68B How true are the following? It is unpleasant to have to answer the teachers questions numeric 2009 0.8020104 1 4 5 3.741951 1.017851 ▁▂▇▇▆ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68C

How true are the following? It is easy for me to meet the teachers demands

Distribution

Distribution of values for QS68C

2081 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68C How true are the following? It is easy for me to meet the teachers demands numeric 2081 0.7949148 1 2 5 2.175056 0.7639442 ▃▇▅▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68D

How true are the following? I try to avoid failing/making mistakes in school

Distribution

Distribution of values for QS68D

2036 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68D How true are the following? I try to avoid failing/making mistakes in school numeric 2036 0.7993496 1 1 5 1.731353 0.9906852 ▇▃▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68E

How true are the following? I easily give up if I get a difficult task to do in school?

Distribution

Distribution of values for QS68E

1991 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68E How true are the following? I easily give up if I get a difficult task to do in school? numeric 1991 0.8037844 1 4 5 3.663806 0.9644926 ▁▂▆▇▃ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68F

How true are the following? I find it difficult to keep up in lessons

Distribution

Distribution of values for QS68F

1994 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68F How true are the following? I find it difficult to keep up in lessons numeric 1994 0.8034887 1 4 5 3.946277 0.9394362 ▁▁▅▇▆ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68G

How true are the following? I can normally answer correctly when I get a question

Distribution

Distribution of values for QS68G

2018 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68G How true are the following? I can normally answer correctly when I get a question numeric 2018 0.8011235 1 2 5 2.234592 0.7082918 ▂▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68H

How true are the following? I worry about things that happen in school

Distribution

Distribution of values for QS68H

2035 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68H How true are the following? I worry about things that happen in school numeric 2035 0.7994481 1 4 5 3.735454 1.068732 ▁▂▆▇▇ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68I

How true are the following? I worry about tests on homework

Distribution

Distribution of values for QS68I

2019 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68I How true are the following? I worry about tests on homework numeric 2019 0.8010249 1 4 5 3.621186 1.057044 ▁▂▇▇▅ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68J

How true are the following? Need more help than what I get from my teacher

Distribution

Distribution of values for QS68J

2042 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68J How true are the following? Need more help than what I get from my teacher numeric 2042 0.7987583 1 4 5 4.002221 0.9641885 ▁▁▅▇▇ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68K

How true are the following? Find it difficult to concentrate in lessons

Distribution

Distribution of values for QS68K

2022 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68K How true are the following? Find it difficult to concentrate in lessons numeric 2022 0.8007293 1 4 5 3.539938 0.9581526 ▁▂▇▇▃ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS68L

How true are the following? I worry about how I am going to pass exams

Distribution

Distribution of values for QS68L

2029 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS68L How true are the following? I worry about how I am going to pass exams numeric 2029 0.8000394 1 3 5 3.136117 1.143439 ▂▃▇▆▂ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69A

How do you feel in school? I have friends who I can be with in school?

Distribution

Distribution of values for QS69A

1995 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69A How do you feel in school? I have friends who I can be with in school? numeric 1995 0.8033902 1 1 5 1.274166 0.6075062 ▇▂▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69B

How do you feel in school? I am happy when I am in school in school?

Distribution

Distribution of values for QS69B

2003 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69B How do you feel in school? I am happy when I am in school in school? numeric 2003 0.8026018 1 2 5 2.016331 0.856585 ▅▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69C

How do you feel in school? My school friends treat me well in school?

Distribution

Distribution of values for QS69C

2009 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69C How do you feel in school? My school friends treat me well in school? numeric 2009 0.8020104 1 1 5 1.46289 0.6861839 ▇▃▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69D

How do you feel in school? My teachers treat me well in school?

Distribution

Distribution of values for QS69D

2011 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69D How do you feel in school? My teachers treat me well in school? numeric 2011 0.8018133 1 1 5 1.435841 0.715661 ▇▃▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69E

How do you feel in school? Other adults in the school treat me well in school?

Distribution

Distribution of values for QS69E

2018 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69E How do you feel in school? Other adults in the school treat me well in school? numeric 2018 0.8011235 1 1 5 1.533153 0.7405337 ▇▅▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69F

How do you feel in school? Experience stress in school?

Distribution

Distribution of values for QS69F

2039 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69F How do you feel in school? Experience stress in school? numeric 2039 0.7990539 1 4 5 3.560434 0.9574252 ▁▂▇▇▃ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS69G

How do you feel in school? Feel excluded in school?

Distribution

Distribution of values for QS69G

2007 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS69G How do you feel in school? Feel excluded in school? numeric 2007 0.8022075 1 5 5 4.450123 0.8663445 ▁▁▁▃▇ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610A

How often do you try and do the following Learn to understand better

Distribution

Distribution of values for QS610A

2068 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610A How often do you try and do the following Learn to understand better numeric 2068 0.7961959 1 2 5 1.821884 0.7904082 ▇▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610B

How often do you try and do the following Get things done in time

Distribution

Distribution of values for QS610B

2025 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610B How often do you try and do the following Get things done in time numeric 2025 0.8004336 1 1 5 1.577567 0.7259363 ▇▅▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610C

How often do you try and do the following To be helpful to others

Distribution

Distribution of values for QS610C

2056 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610C How often do you try and do the following To be helpful to others numeric 2056 0.7973785 1 2 5 1.702015 0.7270644 ▇▇▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610D

How often do you try and do the following Learn to develop as a person

Distribution

Distribution of values for QS610D

2109 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610D How often do you try and do the following Learn to develop as a person numeric 2109 0.7921553 1 2 5 1.729908 0.8006957 ▇▆▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610E

How often do you try and do the following Learn to be smarter

Distribution

Distribution of values for QS610E

2043 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610E How often do you try and do the following Learn to be smarter numeric 2043 0.7986597 1 1 5 1.607971 0.7843909 ▇▅▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610F

How often do you try and do the following Learn new things

Distribution

Distribution of values for QS610F

2053 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610F How often do you try and do the following Learn new things numeric 2053 0.7976742 1 1 5 1.542253 0.7097709 ▇▅▁▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610G

How often do you try and do the following Learn so that other people will think I am clever

Distribution

Distribution of values for QS610G

2075 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610G How often do you try and do the following Learn so that other people will think I am clever numeric 2075 0.7955061 1 3 5 2.819747 1.25385 ▅▆▇▅▃ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610H

How often do you try and do the following Learn so that I can get a well-paid job

Distribution

Distribution of values for QS610H

2064 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610H How often do you try and do the following Learn so that I can get a well-paid job numeric 2064 0.7965901 1 1 5 1.613757 0.9307998 ▇▃▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610I

How often do you try and do the following Learn facts

Distribution

Distribution of values for QS610I

2090 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610I How often do you try and do the following Learn facts numeric 2090 0.7940278 1 2 5 1.971081 0.8591367 ▇▇▅▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610J

How often do you try and do the following Work hard to learn, even if it is difficult

Distribution

Distribution of values for QS610J

2063 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610J How often do you try and do the following Work hard to learn, even if it is difficult numeric 2063 0.7966887 1 2 5 1.912667 0.8357903 ▇▇▅▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610K

How often do you try and do the following To be a pupil who does well in school

Distribution

Distribution of values for QS610K

2077 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610K How often do you try and do the following To be a pupil who does well in school numeric 2077 0.795309 1 2 5 1.866295 0.8918971 ▇▇▃▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610L

How often do you try and do the following Learn so as to be able to look after myself when I am an adult

Distribution

Distribution of values for QS610L

2105 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610L How often do you try and do the following Learn so as to be able to look after myself when I am an adult numeric 2105 0.7925495 1 1 5 1.598483 0.8158745 ▇▃▂▁▁ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610M

How often do you try and do the following To be better than other pupils in the class

Distribution

Distribution of values for QS610M

2108 missing values.

Summary statistics

name label data_type n_missing complete_rate min median max mean sd hist format.spss display_width
QS610M How often do you try and do the following To be better than other pupils in the class numeric 2108 0.7922539 1 3 5 3.289215 1.211651 ▂▃▇▆▅ F1.0 6

Value labels

Response choices
name value
Always 1
Almost always 2
Sometimes 3
Almost never 4
Never 5
No answer 9

QS610N

How often do you try and do the following To do my very best

Distribution