The following tables are available in electronic form only. Please click on the StatLink after each table to access them.
PISA 2022 Results (Volume III)
![](/adobe/dynamicmedia/deliver/dm-aid--22b78475-ff2b-4d81-a4b2-60a2ca228dfe/765ee8c2-en.jpg?preferwebp=true&quality=80)
Annex B1. Results for countries and economies
Table III B1.1. Student performance in creative thinking: Chapter 2 annex tables
Table III.B1.2.1 |
Mean score and variation in creative thinking performance |
Table III.B1.2.2 |
Percentage of students at each proficiency level in creative thinking |
Table III.B1.2.3 |
Correlation of creative thinking score with performance in mathematics, reading and science |
Table III.B1.2.4 |
Students' score in creative thinking, compared to the average score of international students with similar mathematics, reading, and science achievement |
Table III B1.2. Variation in student performance in creative thinking: Chapter 3 annex tables
Table III.B1.3.1 |
Between- and within-school variation in creative thinking score, mathematics and students' socio-economic status |
Table III.B1.3.2 |
Creative thinking performance, by gender |
Table III.B1.3.3 |
High achievers and top performers in creative thinking performance, by gender |
Table III.B1.3.4 |
Percentage of students at each proficiency level in creative thinking, by gender |
Table III.B1.3.5 |
Gender differences in mean score in creative thinking, mathematics, reading and science |
Table III.B1.3.6 |
Score-point difference in creative thinking of girls relative to expected performance with similar performance in mathematics, reading or science |
Table III.B1.3.7 |
Student socio-economic status and performance in creative thinking |
Table III.B1.3.8 |
Relationship between student socio-economic status and performance in creative thinking, mathematics, reading and science |
Table III.B1.3.9 |
Immigrant background and performance in creative thinking |
Table III.B1.3.10 |
Difference in creative thinking performance, by immigrant background, after accounting for student and school socio-economic background and language spoken at home |
Table III.B1.3.11 |
Percentage of students at each proficiency level in creative thinking, by immigrant background |
Table III.B1.3.12 |
Immigrant background differences in mean score in creative thinking, mathematics, reading and science |
Table III.B1.3.13 |
Score-point difference in creative thinking of immigrant students relative to expected performance with similar performance in mathematics, reading or science |
Table III.B1.3.14 |
Percentage of students in general or vocational (and pre-vocational) programmes |
Table III.B1.3.15 |
Creative thinking performance, by student and school characteristics |
Table III.B1.3.16 |
Relationship between performance in creative thinking, mathematics, reading and science and student and school characteristics |
Table III.B1.3.17 |
Difference in creative thinking performance by school characteristic, after accounting for student and school socio-economic background |
Table III B1.3. Student performance in creative thinking: Chapter 4 annex tables
Table III.B1.4.1 |
Performance in creative thinking across ideation processes |
Table III.B1.4.2 |
Performance in creative thinking across domain contexts |
Table III.B1.4.3 |
Relative performance in creative thinking across ideation processes, by country/economy |
Table III.B1.4.4 |
Relative performance in creative thinking across domains contexts, by country/economy |
Table III.B1.4.5 |
Performance in creative thinking across ideation processes, by gender |
Table III.B1.4.6 |
Performance in creative thinking across domain contexts, by gender |
Table III.B1.4.7 |
Relative gender gap in creative thinking across ideation processes, by country/economy |
Table III.B1.4.8 |
Relative gender gap in creative thinking across domains contexts, by country/economy |
Table III.B1.4.9 |
Performance in creative thinking across ideation processes, by socio-economic status |
Table III.B1.4.10 |
Performance in creative thinking across domain contexts, by socio-economic status |
Table III.B1.4.11 |
Relative performance in creative thinking of advantaged and disadvantaged students across ideation processes, by country/economy |
Table III.B1.4.12 |
Relative performance in creative thinking of advantaged and disadvantaged students across domains contexts, by country/economy |
Table III.B1.4.13 |
Difference in average percent of correct responses of creative thinking items, by socio-economic status |
Table III B1.4. Student attitudes and beliefs towards creative thinking: Chapter 5 annex tables
Table III.B1.5.1 |
Beliefs about the nature of creativity |
Table III.B1.5.2 |
Beliefs about the nature of creativity, by student and school characteristics per item |
Table III.B1.5.3 |
Beliefs about the nature of creativity and performance in creative thinking |
Table III.B1.5.4 |
Growth mindset on creativity and intelligence |
Table III.B1.5.5 |
Growth mindset on creativity and intelligence, by student and school characteristics per item |
Table III.B1.5.6 |
Growth mindset on creativity and intelligence, and performance in creative thinking |
Table III.B1.5.7 |
Index of creative self-efficacy |
Table III.B1.5.8 |
Index of creative self-efficacy, by student and school characteristics |
Table III.B1.5.9 |
Index of creative self-efficacy, by student and school characteristics per item |
Table III.B1.5.10 |
Index of creative self-efficacy and performance in creative thinking |
Table III.B1.5.11 |
Index of openness to intellect |
Table III.B1.5.12 |
Index of openness to intellect, by student and school characteristics |
Table III.B1.5.13 |
Index of openness to intellect, by student and school characteristics per item |
Table III.B1.5.14 |
Index of openness to intellect and performance in creative thinking |
Table III.B1.5.15 |
Index of openness to art and experience |
Table III.B1.5.16 |
Index of openness to art and experience, by student and school characteristics |
Table III.B1.5.17 |
Index of openness to art and experience, by student and school characteristics per item |
Table III.B1.5.18 |
Index of openness to art and experience and performance in creative thinking |
Table III.B1.5.19 |
Index of imagination and adventurousness |
Table III.B1.5.20 |
Index of imagination and adventurousness, by student and school characteristics |
Table III.B1.5.21 |
Index of imagination and adventurousness, by student and school characteristics per item |
Table III.B1.5.22 |
Index of imagination and adventurousness and performance in creative thinking |
Table III.B1.5.23 |
Index of persistence |
Table III.B1.5.24 |
Index of persistence, by student and school characteristics |
Table III.B1.5.25 |
Index of persistence, by student and school characteristics, per item |
Table III.B1.5.26 |
Index of persistence and performance in creative thinking |
Table III.B1.5.27 |
Index of cooperation |
Table III.B1.5.28 |
Index of cooperation and performance in creative thinking |
Table III.B1.5.29 |
Index of curiosity |
Table III.B1.5.30 |
Index of curiosity, by student and school characteristics |
Table III.B1.5.31 |
Index of curiosity, by student and school characteristics, per item |
Table III.B1.5.32 |
Index of curiosity and performance in creative thinking |
Table III.B1.5.33 |
Students' attitudes towards others and perspective taking |
Table III.B1.5.34 |
Students' attitudes towards others and perspective taking, by student and school characteristics, per item |
Table III.B1.5.35 |
Perspective taking and performance in creative thinking |
Table III.B1.5.36 |
Index of assertiveness |
Table III.B1.5.37 |
Index of assertiveness and performance in creative thinking |
Table III.B1.5.38 |
Index of stress resistance |
Table III.B1.5.39 |
Index of stress resistance and performance in creative thinking |
Table III.B1.5.40 |
Index of emotional control |
Table III.B1.5.41 |
Index of emotional control and performance in creative thinking |
Table III.B1.5.42 |
Correlation between indices supporting creative thinking, by country |
Table III.B1.5.43 |
Student expectations about the end of education |
Table III.B1.5.44 |
Creative thinking performance per expected end of education |
Table III.B1.5.45 |
expected end of education and performance in creative thinking |
Table III.B1.5.46 |
Change in creative thinking performance across expected ends of education |
Table III.B1.5.47 |
Job expectations in the cultural and creative sectors |
Table III.B1.5.48 |
Job expectations in the cultural and creative sectors, by student and school characteristics |
Table III.B1.5.49 |
Job expectations in the cultural and creative sectors and creative thinking performance |
Table III.B1.5.50 |
Students with at least one parent who works a job in the cultural and creative sectors |
Table III.B1.5.51 |
Parent working a job in the cultural and creative sectors and creative thinking performance |
Table III.B1.5.52 |
Job expectations at a high skill level |
Table III.B1.5.53 |
Job expectations at a high skill level, by student and school characteristics |
Table III.B1.5.54 |
Job expectations at a high shill level and creative thinking performance |
Table III.B1.5.55 |
Parents' beliefs about creativity |
Table III.B1.5.56 |
Parents' beliefs about creativity, by parent, student and school characteristics per item |
Table III.B1.5.57 |
Parents' beliefs about creativity, and their child's performance in creative thinking |
Table III.B1.5.58 |
Parents' openness to intellect |
Table III.B1.5.59 |
Parents' openness to intellect, by parent, student and school characteristics |
Table III.B1.5.60 |
Parents' openness to intellect, by parent, student and school characteristics, per item |
Table III.B1.5.61 |
Parents' openness to intellect, and their child's performance in creative thinking |
Table III.B1.5.62 |
Parents' perception of their child’s openness to intellect |
Table III.B1.5.63 |
Parents' perception of their child's openness to intellect, by parent, student and school characteristics |
Table III.B1.5.64 |
Parents' perception of their child’s openness to intellect, by parent, student and school characteristics, per item |
Table III.B1.5.65 |
Parents' perception of their child’s openness to intellect, and their child's performance in creative thinking |
Table III B1.5. School environment and creative thinking: Chapter 6 annex tables
Table III.B1.6.1 |
Index of student participation in creative activities inside of school |
Table III.B1.6.2 |
Index of student participation in creative activities outside of school |
Table III.B1.6.3 |
Index of pedagogies encouraging creative thinking |
Table III.B1.6.4 |
Use of digital resources for leisure and learning |
Table III.B1.6.5 |
Creative thinking performance by response categories of participation in art classes/activities (e.g. painting, drawing) in school |
Table III.B1.6.6 |
Creative thinking performance by response categories of participation in creative writing classes/activities in school |
Table III.B1.6.7 |
Creative thinking performance by response categories of participation in music classes/activities (e.g. chorus, band) in school |
Table III.B1.6.8 |
Creative thinking performance by response categories of participation in the debate in school |
Table III.B1.6.9 |
Creative thinking performance by response categories of participation in dramatics, theatre class/activities in school |
Table III.B1.6.10 |
Creative thinking performance by response categories of participation in publications (e.g. newspaper, , literary magazine) in school |
Table III.B1.6.11 |
Creative thinking performance by response categories of participation in science in school |
Table III.B1.6.12 |
Creative thinking performance by response categories of participation in computer programming classes/activities in school |
Table III.B1.6.13 |
Creative thinking performance and use of digital resources for learning activities at school |
Table III.B1.6.14 |
Creative thinking performance and use of digital resources for learning activities before and after school |
Table III.B1.6.15 |
Creative thinking performance and use of digital resources for learning activities on weekends |
Table III.B1.6.16 |
Creative thinking performance and use of digital resources for leisure at school |
Table III.B1.6.17 |
Creative thinking performance and use of digital resources for leisure before and after school |
Table III.B1.6.18 |
Creative thinking performance and use of digital resources for leisure on weekends |
Table III.B1.6.19 |
Index of student participation in creative activities inside of school, by student and school characteristics |
Table III.B1.6.20 |
Student participation in creative activities inside of school, by student and school characteristics and per item |
Table III.B1.6.21 |
Index of student participation in creative activities outside of school, by student and school characteristics |
Table III.B1.6.22 |
Index of pedagogies encouraging creative thinking, by student and school characteristics |
Table III.B1.6.23 |
Student participation in creative activities outside of school, by student and school characteristics and per item |
Table III.B1.6.24 |
Student perception of pedagogies encouraging creative thinking, by student and school characteristics and per item |
Table III.B1.6.25 |
Use of digital resources for learning and leisure and performance in creative thinking |
Table III.B1.6.26 |
Index of student participation in creative activities inside of school and performance in creative thinking |
Table III.B1.6.27 |
Index of student participation in creative activities outside of school and performance in creative thinking |
Table III.B1.6.28 |
Index of pedagogies encouraging creative thinking and performance in creative thinking |
Table III.B1.6.29 |
Index of student participation in creative activities inside of school and index of creative self-efficacy |
Table III.B1.6.30 |
Index of student participation in creative activities inside of school and openness to intellect |
Table III.B1.6.31 |
Index of ICT availability outside school |
Table III.B1.6.32 |
Index of use of ICT in enquiry-based learning activities |
Table III.B1.6.33 |
Index of ICT activity during a week day for leisure |
Table III.B1.6.34 |
Index of ICT activity during a weekend day for leisure |
Table III.B1.6.35 |
Index of ICT availability outside school and performance in creative thinking |
Table III.B1.6.36 |
Index of use of ICT in enquiry-based learning activities and performance in creative thinking |
Table III.B1.6.37 |
Index of ICT activity during a week day for leisure and performance in creative thinking |
Table III.B1.6.38 |
Index of ICT activity during a weekend day for leisure and performance in creative thinking |
Table III.B1.6.39 |
Availability of general activities at school |
Table III.B1.6.40 |
Index of creative activities offered to students |
Table III.B1.6.41 |
Index of school principal perception of pedagogies encouraging creative thinking |
Table III.B1.6.42 |
Index of school principals' beliefs about creativity |
Table III.B1.6.43 |
Index of school openness to creativity |
Table III.B1.6.44 |
Frequency of assessment practices |
Table III.B1.6.45 |
Availability of general activities at school, by school characteristics and per item |
Table III.B1.6.46 |
School activities offered to students, by school characteristics and per item |
Table III.B1.6.47 |
Index of school principal perception of pedagogies encouraging creative thinking, by school characteristics |
Table III.B1.6.48 |
Index of school openness to creativity, by school characteristics |
Table III.B1.6.49 |
Index of beliefs about creativity, by school characteristics |
Table III.B1.6.50 |
School principal perception of pedagogies encouraging creative thinking, by school characteristics and per item |
Table III.B1.6.51 |
Beliefs about creativity, by school characteristics and per item |
Table III.B1.6.52 |
Index of school openness to creativity, by school characteristics and per item |
Table III.B1.6.53 |
Frequency of assessment practices, by school characteristics and per item |
Table III.B1.6.54 |
Index of school principal perception of pedagogies encouraging creative thinking and performance in creative thinking |
Table III.B1.6.55 |
Index of beliefs about creativity and performance in creative thinking |
Table III.B1.6.56 |
Index of school openness and performance in creative thinking |
Table III.B1.6.57 |
Frequency of assessment and performance in creative thinking |
Table III.B1.6.58 |
Index of teachers' attitudes about creativity |
Table III.B1.6.59 |
Index of teachers’ openness to intellect and art |
Table III.B1.6.60 |
Index of teachers’ beliefs about the importance of developing student creativity |
Table III.B1.6.61 |
Index of teachers’ use of pedagogies encouraging creative thinking |
Table III.B1.6.62 |
Index of teacher autonomy |
Table III.B1.6.63 |
Teachers’ beliefs about creativity, by gender and share of students from socioeconomically disadvantaged homes per item |
Table III.B1.6.64 |
Index of teachers’ openness to intellect and creativity, by gender and share of students from socioeconomically disadvantaged homes per item |
Table III.B1.6.65 |
Index of teachers’ openness to intellect, by gender and share of students from socioeconomically disadvantaged homes per item |
Table III.B1.6.66 |
Index of teachers’ beliefs about the importance of developing student creativity, by gender and share of students from socioeconomically disadvantaged homes per item |
Table III.B1.6.67 |
Index of teachers’ beliefs about the importance of developing student creativity, by gender and share of students from socioeconomically disadvantaged homes per item |
Table III.B1.6.68 |
Index of teachers’ use of creative pedagogies, by gender and share of students from socioeconomically disadvantaged homes |
Table III.B1.6.69 |
Index of teachers’ use of creative pedagogies, by gender and share of students from socioeconomically disadvantaged homes |
Table III.B1.6.70 |
Creative thinking performance per time spent playing video games during weekdays |
Table III.B1.6.71 |
Creative thinking performance per time spent browsing social networks during weekdays |
Table III.B1.6.72 |
Creative thinking performance per time spent browsing the Internet for fun during weekdays |
Table III.B1.6.73 |
Creative thinking performance per time spent looking for practical information online during weekdays |
Table III.B1.6.74 |
Creative thinking performance per time spent communicating and sharing digital content on social networks during weekdays |
Table III.B1.6.75 |
Creative thinking performance per time spent reading, listening to or viewing informational materials to learn how to do something during weekdays |
Table III.B1.6.76 |
Creative thinking performance per time spent creating or editing digital content during weekdays |
Table III.B1.6.77 |
Creative thinking performance per time spent playing video games on weekends |
Table III.B1.6.78 |
Creative thinking performance per time spent browsing social networks on weekends |
Table III.B1.6.79 |
Creative thinking performance per time spent browsing the Internet for fun on weekends |
Table III.B1.6.80 |
Creative thinking performance per time spent looking for practical information online on weekends |
Table III.B1.6.81 |
Creative thinking performance per time spent communicating and sharing digital content on social networks on weekends |
Table III.B1.6.82 |
Creative thinking performance per time spent reading, listening to or viewing informational materials to learn how to do something on weekends |
Table III.B1.6.83 |
Creative thinking performance per time spent creating or editing digital content on weekends |
Table III.B1.6.84 |
Pedagogies encouraging creative thinking and item difficulty |
Table III.B1.6.85 |
Creative activities at school and item difficulty |