OECD (2017): study KR 2015

Publication

Author(s):

OECD,

Title:

PISA 2015 Results. Students' Well-Being. Volume III.

Source:

OECD Publishing, 2017, Paris, France

Investigation

Public

15-16 aged, secundary school students, Korea (South), 2017

Survey name

IN-PISA 2015

Sample

Probability multi-stage random

Respondents

N = 5581

Non Response

Assessment

Questionnaire: Conputer Assisted Web Interview (CAWI)

Happiness Measure(s) and Distributional Findings

Full text:

Self report on single question:

Overall, how satisfied are you with your life as a whole these days?
10  completely satisfied
9
8
7
6
5
4
3
2
1
0  not at all satisfied

Classification:

O-SLW-c-sq-n-11-b

Author's label:

satisfaction with life

Page in publication:

276

Observed distribution

Frequencies

1: 1.3%,   2: 1.8%,   3: 3.2%,   4: 6%,   5: 9.3%,   6: 12.9%,   7: 12.6%,   8: 18%,   9: 16.2%,   10: 9.3%,   11: 9.3%   (total 99.9%)

Summary Statistics

On original range 0 - 10 On range 0-10

Mean:

6.36 6.36

SD:

2.35 2.35

Correlational Findings

Author's label Subject Description Finding Economic, social and cultural status Socio-cultural background (earlier for adults, current for young) Schoolwork related anxiety Perceived pressure of school-work Time spend studying in and out of school Involvement in school-work Gender Sexe: male (vs female) School performance in science School-success
School performance Disciplinary climate Support by teachers in school Perceived support by teachers Support by teachers in school Adaptive instruction Student tailored instruction in school Enquiry based teaching Discovery oriented learning in school Perceived feedback by teachers (1) Feedback by teachers in school After school study time TIME
Studying
Homework in school Time per week spend learning in regular lessons Studying
Time spend studying
School hours Students' motivation to achieve (1) Motivation to perform well in school Students' motivation to achieve (2) Ambitious
Motivation to perform well in school Students' expectations to complete a university degree Educational aspirations
Motivation to perform well in school Sense of belonging at school Sense of belonginess at school
Mood at school Perceived support by teachers (2) Support by teachers in school Perceived support by teachers (3) Support by teachers in school Perceived support by teachers (4) Support by teachers in school Perceived support by teachers (5) Support by teachers in school
Discovery oriented learning in school Exposure to bullying Bullying incidence in school Talking with friends Out of school contacts with friends (of pupils) Family wealth Current possessions
Parents wealth Physical activity at school Current sporting
Sporting
Physical education Practicing sports Active involvement in sports
Sporting Physical activity outside school Active involvement in sports Eating habits Breakfast (or not)
Dinner (or not) Students' work for pay Student side job Use of internet outside of school Internet, social media Parents' activities 1 - discuss wellbeing child at school Parents' involvement in school Parents' activities 2 - eat meal with child Frequency of intimate contacts
Parent - child relationship Parents activities 3 - talking with child Frequency of intimate contacts
Parent - child relationship Parents' activities 4 - discuss behavior child with teacher Parents' involvement in school Parents' activities 5 - discuss progress child with teacher Parents' involvement in school Parents' activities 6 - attend parent activities at school Parents' involvement in school Parents' activities 7 - talked to teachers about support Parents' involvement in school Parents' activities 8 - exchanged ideas of parenting with teacher Parents' involvement in school School performance in mathematics School-success
School performance School performance in reading School-success
School performance