Pisa Pisa 2012 Results: Ready to Learn (Volume Iii): Students' Engagement, Drive and Self-Beliefs (Volume 3)

This third volume of PISA 2012 results explores students' engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play. Read more... Foreword Acknowledgements Table of Contents Executive Summary Reader's Guide What is PISA? Who are the PISA students? What kinds of results does the test provide? Where can you find the results? References Chapter 1 -- What it Takes to Learn A comprehensive approach to measuring educational success among15-year-olds The economic and social dynamics shaping the need to prepare students for lifelong learning Structure of the volume Notes References Chapter 2 -- Engagement with and at school Lack of punctuality: arriving late for school. Absenteeism: skipping classes or days of schoolSense of belonging Attitudes towards school Do differences in the relationship between dispositions, behaviours and self-beliefs and performance among thehighest-achieving and lowest-achieving students reflect the influence of other factors? Notes References Chapter 3 -- Students' Drive and Motivation Perseverance Openness to problem solving Locus of control Perceived self-responsibility for failing in mathematics Perceived control of success in mathematics and at school Motivation to learn mathematics. Intrinsic motivation to learn mathematicsInstrumental motivation to learn mathematics The role of gender and socio-economic differences in the relationship between students' drive and motivation and performance Notes References Chapter 4 -- Mathematics Self-Beliefs and Participation in Mathematics-Related Activities Mathematics self-efficacy Mathematics self-concept Mathematics anxiety Participation in mathematics activities, mathematics intentions and norms The role of gender and socio-economic differences in the relationship between dispositions towards mathematics and performance. NotesReferences Chapter 5 -- The Role of Teachers and Schools in Shaping Students' Engagement, Drive and Self-Beliefs The association between school climate and dispositions to learn The role of social comparisons The relationship between what happens in the classroom and student engagement, drive and motivation, and mathematics self-beliefs Experience with pure and applied mathematics Students' drive, motivation and self-beliefs and school practices: teacher behaviour in class and school climate. Trends in the relationship between students' engagement, motivation and dispositions and the schools they attendNotes References Chapter 6 -- The Role of Families in Shaping Students' Engagement, Drive and Self-Beliefs The home environment and parental behaviour Parents' circumstances Parental expectations and dispositions Notes References Chapter 7 -- Gender and Socio-Economic Disparities in Students' Engagement, Drive and Self-Beliefs Disparities in engagement with and at school, drive and self-beliefs amongstudents who perform at the same level. volume 1. What students know and can do : student performance in mathematics, reading and science volume 2. Excellence through equity : giving every student the chance to succeed volume 3. Ready to learn : students' engagement, drive and self-beliefs volume 4. What makes schools successful? : resources, policies and practices volume 5. Creative problem solving : students' skills in tackling real-life problems volume 6. Students and money : financial literary skills for the 21st century.