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:

INT PISA 2015

Sample:

Probability multi-stage random

Respondents:

N = 5581

Non Response:

Assessment:

Questionnaire: web

Happiness Measure(s) and Distributional Findings

Full text:

Self report on single question:

Here is a picture of a ladder. The top of the ladder '10' represents the best possible life for you and the bottom '0' is the worst possible life for you. In general , where on the ladder do you feel you stand at the moment? Tick the box next to the number that best describes where you stand
10 best possible
9
8
7
6
5
4
3
2
1
0 worst possible life

Classification:

C-BW-c-sq-l-11-e

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 Perceived support by teachers Support by teachers Adaptive instruction Student tailored instruction Enquiry based teaching Discovery oriented learning Perceived feedback by teachers (1) Feedback by teachers After school study time TIME
Studying
Homework 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 Perceived support by teachers (3) Support by teachers Perceived support by teachers (4) Support by teachers Perceived support by teachers (5) Support by teachers
Discovery oriented learning Exposure to bullying Bullying incidence 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 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 Parents' activities 5 - discuss progress child with teacher Parents' involvement Parents' activities 6 - attend parent activities at school Parents' involvement Parents' activities 7 - talked to teachers about support Parents' involvement Parents' activities 8 - exchanged ideas of parenting with teacher Parents' involvement School performance in mathematics School-success
School performance School performance in reading School-success
School performance