PISA 2022 Results (Volume III)

Annex B1. Results for countries and economies

The following tables are available in electronic form only. Please click on the StatLink after each table to access them.

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

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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

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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

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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

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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 <club> 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, <yearbooks>, literary magazine) in school
Table III.B1.6.11	Creative thinking performance by response categories of participation in science <club> 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

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