PISA 2022 Results (Volume V)

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 V.B1.1. Learning strategies: Chapter 2 annex tables

Table V.B1.2.1	Controlling one's own learning items
Table V.B1.2.2	Control one's own work and learning (I like to make sure there are no mistakes), by student characteristics
Table V.B1.2.3	Control one's own work and learning (I like to make sure there are no mistakes), by students' level of performance in mathematics
Table V.B1.2.4	Control one's own work and learning (I carefully check homework before turning it in), by student characteristics
Table V.B1.2.5	Control one's own work and learning (I carefully check homework before turning it in), by students' level of performance in mathematics
Table V.B1.2.6	Control one's own work and learning (I asked questions when I did not understand the mathematics material that was being taught), by student characteristics
Table V.B1.2.7	Control one's own work and learning (I asked questions when I did not understand the mathematics material that was being taught), by students' level of performance in mathematics
Table V.B1.2.8	Controlling one's own learning items and mathematics performance
Table V.B1.2.9	Critical thinking (perspective-taking) items
Table V.B1.2.10	Critical thinking (I try to consider everybody's perspective before I take a position), by student characteristics
Table V.B1.2.11	Critical thinking (I try to consider everybody's perspective before I take a position), by students' level of performance in mathematics
Table V.B1.2.12	Critical thinking (I can view almost all things from different angles), by student characteristics
Table V.B1.2.13	Critical thinking (I can view almost all things from different angles), by students' level of performance in mathematics
Table V.B1.2.14	Critical thinking (disagree or strongly disagree that there is only one correct position in a disagreement), by student characteristics
Table V.B1.2.15	Critical thinking (disagree or strongly disagree that there is only one correct position in a disagreement), by students' level of performance in mathematics
Table V.B1.2.16	Critical thinking items and mathematics performance
Table V.B1.2.17	Index of proactive mathematics study behaviour
Table V.B1.2.18	Index of proactive mathematics study behaviour, by student characteristics
Table V.B1.2.19	Proactive learning (I actively participated in group discussions during mathematics class), by student characteristics
Table V.B1.2.20	Proactive learning (I actively participated in group discussions during mathematics class), by students' level of performance in mathematics
Table V.B1.2.21	Proactive learning (I tried to connect new material to what I have learned in previous mathematics lessons), by student characteristics
Table V.B1.2.22	Proactive learning (I tried to connect new material to what I have learned in previous mathematics lessons), by students' level of performance in mathematics
Table V.B1.2.23	Proactive learning (I started my work on mathematics assignments right away), by student characteristics
Table V.B1.2.24	Proactive learning (I started my work on mathematics assignments right away), by students' level of performance in mathematics
Table V.B1.2.25	Proactive learning and mathematics performance
Table V.B1.2.26	Proactive mathematics study behaviour and mathematics performance
Table V.B1.2.27	Discrepancy: Student responses to agree with "I carefully check homework before turning it in" among those who agree to "make sure there are no mistakes", by students' level of performance in mathematics
Table V.B1.2.28	Discrepancy: Student responses to disagree with "I think there is only one correct position in a disagreement" among those who agree to "try to consider everybody's perspective before I take a position", by students' level of performance in mathematics

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Table V.B1.2. Empowering students to be motivated lifelong learners: Chapter 3 annex tables

Table V.B1.3.1	Index of curiosity
Table V.B1.3.2	Index of curiosity, by student characteristics
Table V.B1.3.3	Intrinsic motivation (I love learning new things in school), by student characteristics
Table V.B1.3.4	Intrinsic motivation (I love learning new things in school), by students' level of performance in mathematics
Table V.B1.3.5	Index of curiosity and mathematics performance
Table V.B1.3.6	Effect of critical thinking (perspective-taking) on students' curiosity
Table V.B1.3.7	Instrumental motivation items
Table V.B1.3.8	Instrumental motivation (school has taught me things which could be useful in a job), by student characteristics
Table V.B1.3.9	Instrumental motivation (school has taught me things which could be useful in a job), by students' level of performance in mathematics
Table V.B1.3.10	Instrumental motivation and mathematics performance
Table V.B1.3.11	Index of preference of mathematics over other core subjects
Table V.B1.3.12	Index of preference of mathematics over other core subjects, by student characteristics
Table V.B1.3.13	Instrumental motivation (I want to do well in my mathematics class), by student characteristics
Table V.B1.3.14	Instrumental motivation (I want to do well in my mathematics class), by students' level of performance in mathematics
Table V.B1.3.15	Index of preference of mathematics over other core subjects and mathematics performance
Table V.B1.3.16	Intrinsic motivation (creativity and openness to intellect items)
Table V.B1.3.17	Intrinsic motivation (I like school work that is challenging), by student characteristics
Table V.B1.3.18	Intrinsic motivation (I like school work that is challenging), by students' level of performance in mathematics
Table V.B1.3.19	Intrinsic motivation (creativity and openness to intellect items) and mathematics performance
Table V.B1.3.20	Index of cognitive activation in mathematics (Foster reasoning)
Table V.B1.3.21	Index of cognitive activation in mathematics (foster reasoning), by student characteristics
Table V.B1.3.22	Cognitive activation (the teacher asked us to explain how we solved a mathematics problem), by student characteristics
Table V.B1.3.23	Cognitive activation (the teacher asked us to explain how we solved a mathematics problem), by students' level of performance in mathematics
Table V.B1.3.24	Cognitive activation (the teacher asked us to explain our reasoning when solving a mathematics problem), by student characteristics
Table V.B1.3.25	Cognitive activation (the teacher asked us to explain our reasoning when solving a mathematics problem), by students' level of performance in mathematics
Table V.B1.3.26	Cognitive activation (the teacher asked us to think about how new and old mathematics topics were related), by student characteristics
Table V.B1.3.27	Cognitive activation (the teacher asked us to think about how new and old mathematics topics were related), by students' level of performance in mathematics
Table V.B1.3.28	Cognitive activation (the teacher encouraged us to think about how to solve mathematics problems in different ways than demonstrated in class), by student characteristics
Table V.B1.3.29	Cognitive activation (the teacher encouraged us to think about how to solve mathematics problems in different ways than demonstrated in class), by students' level of performance in mathematics
Table V.B1.3.30	Index of cognitive activation in mathematics (foster reasoning) and mathematics performance
Table V.B1.3.31	Cognitive activation in mathematics (foster reasoning) and mathematics performance
Table V.B1.3.32	Index of creative school and class environment
Table V.B1.3.33	Index of creative school and class environment, by student characteristics
Table V.B1.3.34	Creative problem solving (the activities we do in my classes help me think about new ways to solve problems), by student characteristics
Table V.B1.3.35	Creative problem solving (the activities we do in my classes help me think about new ways to solve problems), by students' level of performance in mathematics
Table V.B1.3.36	Creative problem solving (my mathematics assignments require me to come up with different solutions for a problem), by student characteristics
Table V.B1.3.37	Creative problem solving (my mathematics assignments require me to come up with different solutions for a problem), by students' level of performance in mathematics
Table V.B1.3.38	Index of creative school and class environment and mathematics performance
Table V.B1.3.39	Growth mindset
Table V.B1.3.40	General growth mindset (disagreeing that "your intelligence is something about you that you cannot change very much"), by student characteristics
Table V.B1.3.41	General growth mindset (disagreeing that "your intelligence is something about you that you cannot change very much"), by students' level of performance in mathematics
Table V.B1.3.42	Mathematics growth mindset (disagreeing that "some people are just not good at mathematics, no matter how hard they study"), by student characteristics
Table V.B1.3.43	Mathematics growth mindset (disagreeing that "some people are just not good at mathematics, no matter how hard they study"), by students' level of performance in mathematics
Table V.B1.3.44	Discrepancy-mismatch: Students with a mathematics growth mindset among those with a general growth mindset, by students' level of performance in mathematics
Table V.B1.3.45	Growth mindset and mathematics performance
Table V.B1.3.46	Mathematics growth mindset and strategies and attitudes towards learning
Table V.B1.3.47	Mathematics growth mindset and strategies and motivation towards learning
Table V.B1.3.48	Controlling one's own learning, by gender and level of performance in mathematics
Table V.B1.3.49	Gender differences in the use of learning strategies, by gender and level of performance in mathematics
Table V.B1.3.50	Proactive mathematics study behaviour, and students' motivations
Table V.B1.3.51	Relationship between motivation to learn and controlling one's own learning: I like to make sure there are no mistakes
Table V.B1.3.52	Relationship between motivation to learn and controlling one's own learning: I carefully check homework before turning it in
Table V.B1.3.53	Relationship between motivation to learn and controlling one's own learning: I ask questions when I do not understand the mathematics material being taught
Table V.B1.3.54	Relationship between motivation to learn and critical thinking (perspective-taking): I can view almost all things from different angles
Table V.B1.3.55	Relationship between motivation to learn and critical thinking (perspective-taking): I think there is only one correct position in a disagreement
Table V.B1.3.56	Relationship between the social and emotional skill of persistence and learning strategies
Table V.B1.3.57	Relationship between the social and emotional skill of co-operation and learning strategies
Table V.B1.3.58	Relationship between the social and emotional skill of emotional control and learning strategies
Table V.B1.3.59	Relationship between the social and emotional skill of stress resistance and learning strategies
Table V.B1.3.60	Relationship between the social and emotional skill of curiosity and learning strategies

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Table V.B1.3. Students’ predispositions to learning: Chapter 4 annex tables

Table V.B1.4.1	Index of mathematics self-efficacy: formal and applied mathematics
Table V.B1.4.2	Index of mathematics self-efficacy (formal and applied mathematics), by student characteristics
Table V.B1.4.3	Index of mathematics self-efficacy (formal and applied mathematics) and mathematics performance
Table V.B1.4.4	Index of mathematics self-efficacy (formal and applied mathematics), by students' level of performance in mathematics
Table V.B1.4.5	Index of mathematics self-efficacy (formal and applied mathematics), by students' level of performance in mathematics and gender
Table V.B1.4.6	Index of mathematics self-efficacy (formal and applied mathematics), by students' level of performance in mathematics and socio-economic status
Table V.B1.4.7	Learning strategies by bottom and top quarter of the index of mathematics self-efficacy (formal and applied mathematics)
Table V.B1.4.8	Students' motivations by bottom and top quarter of the index of mathematics self-efficacy (formal and applied mathematics)
Table V.B1.4.9	Index of mathematics self-efficacy (formal and applied mathematics) and learning strategies
Table V.B1.4.10	Index of mathematics self-efficacy (formal and applied mathematics) and students' motivations
Table V.B1.4.11	Socio-emotional skills and mathematics self-efficacy
Table V.B1.4.12	Index of mathematics anxiety
Table V.B1.4.13	Index of mathematics anxiety, by student characteristics
Table V.B1.4.14	Index of mathematics anxiety and mathematics performance
Table V.B1.4.15	Index of mathematics anxiety, by students' level of performance in mathematics
Table V.B1.4.16	Index of mathematics anxiety, by students' level of performance in mathematics and gender
Table V.B1.4.17	Index of mathematics anxiety, by students' level of performance in mathematics and socio-economic status
Table V.B1.4.18	Learning strategies by bottom and top quarter of the index of mathematics anxiety
Table V.B1.4.19	Students' motivations by bottom and top quarter of the index of mathematics anxiety
Table V.B1.4.20	Index of mathematics anxiety and learning strategies
Table V.B1.4.21	Index of mathematics anxiety and students' motivations
Table V.B1.4.22	Socio-emotional skills and mathematics anxiety
Table V.B1.4.23	Change in mathematics anxiety between PISA 2012 and PISA 2022
Table V.B1.4.24	Index of quality of student-teacher relationships
Table V.B1.4.25	Learning strategies by bottom and top quarter of the index of quality of student-teacher relationships
Table V.B1.4.26	Students' motivations by bottom and top quarter of the index of quality of student-teacher relationships
Table V.B1.4.27	Index of quality of student-teacher relationships and learning strategies
Table V.B1.4.28	Index of quality of student-teacher relationships and students' motivations
Table V.B1.4.29	Index of mathematics anxiety and index of quality of student-teacher relationships
Table V.B1.4.30	Mathematics as favourite subject, by student characteristics
Table V.B1.4.31	Worries about preparation for future life, by student characteristics
Table V.B1.4.32	Feeling pressure from family for future education, by student characteristics
Table V.B1.4.33	Worries about money for future education, by student characteristics
Table V.B1.4.34	Confidence to make decisions improved at school, by student characteristics
Table V.B1.4.35	Feel well-prepared for future path, by student characteristics
Table V.B1.4.36	Anxiety about future and mathematics anxiety
Table V.B1.4.37	Index of teacher support, by student characteristics
Table V.B1.4.38	Index of teacher support and mathematics performance
Table V.B1.4.39	Mathematics as favourite subject and mathematics self-efficacy
Table V.B1.4.40	Mathematics as favourite subject and mathematics anxiety
Table V.B1.4.41	Mathematics as favourite subject and teacher support

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Table V.B1.4. How are students’ relationships with families and teachers associated with their use of sustained learning strategies? Chapter 5 annex tables

Table V.B1.5.1	Types of parental interactions
Table V.B1.5.2	Degree of parental interactions and proactive mathematics study behaviour
Table V.B1.5.3	Likelihood of proactiveness in mathematics study behaviour by the type of parental interactions
Table V.B1.5.4	Degree of parental interactions and students' cognitive activation (the teacher teaches us to memorise rules and apply them to solve mathematics problems)
Table V.B1.5.5	Degree of parental interactions and cognitive activation (the teacher teaches us to memorise rules and apply them to solve mathematics problems), by students' level of performance
Table V.B1.5.6	Types of parental interactions and cognitive activation (the teacher teaches us to memorise rules and apply them to solve mathematics problems), after accounting for students' and schools' socio-economic profile
Table V.B1.5.7	Degree of parental interactions and students' control of their own learning (like to make sure there are no mistakes)
Table V.B1.5.8	Degree of parental interactions and control of one's own work and learning (I like to make sure there are no mistakes), by students' level of performance
Table V.B1.5.9	Types of parental interactions and students' control of their own learning (like to make sure there are no mistakes), after accounting for students' and schools' socio-economic profile
Table V.B1.5.10	Degree of parental interactions and students' control of their own learning (carefully checking homework before turning it in)
Table V.B1.5.11	Degree of parental interactions and control of one's own work and learning (I carefully check homework before turning it in), by students' level of performance
Table V.B1.5.12	Types of parental interactions and students' control of their own learning (carefully checking homework before turning it in), after accounting for students' and schools' socio-economic profile
Table V.B1.5.13	Degree of parental interactions and students' control of one's own work and learning/Proactiveness towards learning (I make time to learn the material for mathematics class)
Table V.B1.5.14	Degree of parental interactions and control of one's own work and learning/Proactiveness towards learning (I made time to learn the material for mathematics class), by students' level of performance
Table V.B1.5.15	Types of parental interactions and control of one's own work and learning/Proactiveness towards learning (I made time to learn the material for mathematics class), after accounting for students' and schools' socio-economic profile
Table V.B1.5.16	Degree of parental interactions and students' control of one's own work and learning (I ask questions when I do not understand the mathematics material being taught)
Table V.B1.5.17	Degree of parental interactions and control of one's own work and learning (I ask questions when I do not understand the mathematics material being taught), by students' level of performance
Table V.B1.5.18	Types of parental interactions and control of one's own work and learning (I ask questions when I do not understand the mathematics material being taught), after accounting for students' and schools' socio-economic profile
Table V.B1.5.19	Degree of parental interactions and students' proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons)
Table V.B1.5.20	Degree of parental interactions and proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons), by students' level of performance
Table V.B1.5.21	Types of parental interactions and proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons), after accounting for students' and schools' socio-economic profile
Table V.B1.5.22	Degree of parental interactions and students' critical thinking (I try to consider everybody's perspective)
Table V.B1.5.23	Degree of parental interactions and critical thinking (I try to consider everybody's perspective before I take a position), by students' level of performance
Table V.B1.5.24	Types of parental interactions and students' critical thinking (I try to consider everybody's perspective), after accounting for students' and schools' socio-economic profile
Table V.B1.5.25	Degree of parental interactions and students' critical thinking (I can view almost all things from different angles)
Table V.B1.5.26	Degree of parental interactions and critical thinking (I can view almost all things from different angles), by students' level of performance
Table V.B1.5.27	Types of parental interactions and students' critical thinking (I can view almost all things from different angles), after accounting for students' and schools' socio-economic profile
Table V.B1.5.28	Degree of parental interactions and students' problem solving (the activities we do in my classes help me think about new ways to solve problems)
Table V.B1.5.29	Degree of parental interactions and problem solving (the activities we do in my classes help me think about new ways to solve problems), by students' level of performance
Table V.B1.5.30	Types of parental interactions and problem solving (the activities we do in my classes help me think about new ways to solve problems), after accounting for students' and schools' socio-economic profile
Table V.B1.5.31	Degree of parental interactions and students' problem solving (my mathematics assignments require me to come up with different solutions for a problem)
Table V.B1.5.32	Degree of parental interactions and problem solving (my mathematics assignments require me to come up with different solutions for a problem), by students' level of performance
Table V.B1.5.33	Types of parental interactions and problem solving (my mathematics assignments require me to come up with different solutions for a problem), after accounting for students' and schools' socio-economic profile
Table V.B1.5.34	Degree of parental interactions and students' motivation (I like to ask questions)
Table V.B1.5.35	Degree of parental interactions and students' motivation - Interest in learning (I like to ask questions), by students' level of performance
Table V.B1.5.36	Types of parental interactions and students' motivation (I like to ask questions), after accounting for students' and schools' socio-economic profile
Table V.B1.5.37	Degree of parental interactions and students' motivation (I love learning new things in school)
Table V.B1.5.38	Degree of parental interactions and students' motivation - Interest in learning (I love learning new things in school), by students' level of performance
Table V.B1.5.39	Types of parental interactions and students' motivation (I love learning new things in school), after accounting for students' and schools' socio-economic profile
Table V.B1.5.40	Degree of parental interactions and students' motivation - Interest in learning (I like to develop hypotheses and check them based on what I observe)
Table V.B1.5.41	Degree of parental interactions and students' motivation - Interest in learning (I like to develop hypotheses and check them based on what I observe), by students' level of performance
Table V.B1.5.42	Types of parental interactions and students' motivation - Interest in learning (I like to develop hypotheses and check them based on what I observe), after accounting for students' and schools' socio-economic profile
Table V.B1.5.43	Degree of parental interactions and students' motivation - Interest in learning (I enjoy thinking about new ways to solve problems)
Table V.B1.5.44	Degree of parental interactions and students' motivation - Interest in learning (I enjoy thinking about new ways to solve problems), by students' level of performance
Table V.B1.5.45	Types of parental interactions and students' motivation - Interest in learning (I enjoy thinking about new ways to solve problems), after accounting for students' and schools' socio-economic profile
Table V.B1.5.46	Degree of parental interactions and students' motivation - Personal motivation (I want to do well in my mathematics class)
Table V.B1.5.47	Degree of parental interactions and students' motivation - Personal motivation (I want to do well in my mathematics class), by students' level of performance
Table V.B1.5.48	Types of parental interactions and students' motivation - Personal motivation (I want to do well in my mathematics class), after accounting for students' and schools' socio-economic profile
Table V.B1.5.49	Degree of parental interactions and students' motivation - Instrumental motivation (school has taught me things which could be useful in a job)
Table V.B1.5.50	Degree of parental interactions and students' motivation - Instrumental motivation (school has taught me things which could be useful in a job), by students' level of performance
Table V.B1.5.51	Types of parental interactions and students' motivation - Instrumental motivation (school has taught me things which could be useful in a job), after accounting for students' and schools' socio-economic profile
Table V.B1.5.52	Degree of parental interactions and general growth mindset (students who disagree or strongly disagree with "your intelligence is something about you that you cannot change very much")
Table V.B1.5.53	Degree of parental interactions and general growth mindset (students who disagree or strongly disagree with "your intelligence is something about you that you cannot change very much"), by students' level of performance
Table V.B1.5.54	Types of parental interactions and general growth mindset (students who disagree or strongly disagree with "your intelligence is something about you that you cannot change very much"), after accounting for students' and schools' socio-economic profile
Table V.B1.5.55	Degree of parental interactions and mathematics growth mindset (students who disagree or strongly disagree with "some people are just not good at mathematics, no matter how hard they study")
Table V.B1.5.56	Degree of parental interactions and mathematics growth mindset (students who disagree or strongly disagree with "some people are just not good at mathematics, no matter how hard they study"), by students' level of performance
Table V.B1.5.57	Types of parental interactions and mathematics growth mindset (students who disagree or strongly disagree with "some people are just not good at mathematics, no matter how hard they study"), after accounting for students' and schools' socio-economic profile
Table V.B1.5.58	Relationship between family support and students' mathematics self-efficacy
Table V.B1.5.59	Relationship between family support and cognitive activation in mathematics (foster reasoning)
Table V.B1.5.60	Teacher support in mathematics
Table V.B1.5.61	Degree of teacher support and proactive mathematics study behaviour
Table V.B1.5.62	Degree of teacher support and students' control of their own learning (like to make sure there are no mistakes)
Table V.B1.5.63	Types of teacher support and students' control of their own learning (like to make sure there are no mistakes), after accounting for students' and schools' socio-economic profile
Table V.B1.5.64	Degree of teacher support and students' control of their own learning (carefully checking homework before turning it in)
Table V.B1.5.65	Degree of teacher support and control of one's own work and learning (I carefully check homework before turning it in), by students' level of performance
Table V.B1.5.66	Types of teacher support and students' control of their own learning (carefully checking homework before turning it in), after accounting for students' and schools' socio-economic profile
Table V.B1.5.67	Degree of teacher support and students' proactiveness towards learning (paying attention when mathematics teacher is speaking)
Table V.B1.5.68	Types of teacher support and students' proactiveness towards learning (paying attention when mathematics teacher is speaking), after accounting for students' and schools' socio-economic profile
Table V.B1.5.69	Degree of teacher support and students' proactiveness towards learning (put effort into their assignments for mathematics class)
Table V.B1.5.70	Types of teacher support and students' proactiveness towards learning (put effort into their assignments for mathematics class), after accounting for students' and schools' socio-economic profile
Table V.B1.5.71	Degree of teacher support and students' proactiveness towards learning (giving up when not understanding the mathematics material being taught)
Table V.B1.5.72	Types of teacher support and students' proactiveness towards learning (giving up when not understanding the mathematics material being taught), after accounting for students' and schools' socio-economic profile
Table V.B1.5.73	Degree of teacher support and students' control of one's own work and learning/Proactiveness towards learning (I make time to learn the material for mathematics class)
Table V.B1.5.74	Degree of teacher support and control of one's own work and learning/Proactiveness towards learning (I make time to learn the material for mathematics class), by students' level of performance
Table V.B1.5.75	Types of teacher support and students' proactiveness towards learning (making time to learn the material for mathematics class), after accounting for students' and schools' socio-economic profile
Table V.B1.5.76	Degree of teacher support and students' control of one's own work and learning/Proactiveness towards learning (I ask questions when I do not understand the mathematics material being taught)
Table V.B1.5.77	Degree of teacher support and control of one's own work and learning/Proactiveness towards learning (I ask questions when I do not understand the mathematics material being taught), by students' level of performance
Table V.B1.5.78	Types of teacher support and students' proactiveness towards learning (asking questions when they do not understand the mathematics material being taught), after accounting for students' and schools' socio-economic profile
Table V.B1.5.79	Degree of teacher support and students' proactiveness towards learning (losing interest during mathematics lessons)
Table V.B1.5.80	Types of teacher support and students' proactiveness towards learning (losing interest during mathematics lessons), after accounting for students' and schools' socio-economic profile
Table V.B1.5.81	Degree of teacher support and students' proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons)
Table V.B1.5.82	Degree of teacher support and proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons), by students' level of performance
Table V.B1.5.83	Types of teacher support and students' proactiveness towards learning (I try to connect new material to what I have learned in previous mathematics lessons), after accounting for students' and schools' socio-economic profile
Table V.B1.5.84	Degree of teacher support and students' critical thinking (I try to consider everybody's perspective before I take a position)
Table V.B1.5.85	Degree of teacher support and critical thinking (I try to consider everybody's perspective before I take a position), by students' level of performance
Table V.B1.5.86	Types of teacher support and students' critical thinking (I try to consider everybody's perspective before I take a position), after accounting for students' and schools' socio-economic profile
Table V.B1.5.87	Degree of teacher support and students' critical thinking (I can view almost all things from different angles)
Table V.B1.5.88	Degree of teacher support and critical thinking (I can view almost all things from different angles), by students' level of performance
Table V.B1.5.89	Types of teacher support and students' critical thinking (I can view almost all things from different angles), after accounting for students' and schools' socio-economic profile
Table V.B1.5.90	Degree of teacher support and students' problem solving (the activities we do in my classes help me think about new ways to solve problems)
Table V.B1.5.91	Types of teacher support and problem solving (the activities we do in my classes help me think about new ways to solve problems), after accounting for students' and schools' socio-economic profile
Table V.B1.5.92	Degree of teacher support and students' problem solving (my mathematics assignments require me to come up with different solutions for a problem)
Table V.B1.5.93	Types of teacher support and problem solving (my mathematics assignments require me to come up with different solutions for a problem), after accounting for students' and schools' socio-economic profile
Table V.B1.5.94	Degree of teacher support and students' motivation - Interest in learning (I like to ask questions)
Table V.B1.5.95	Types of teacher support and students' motivation - Interest in learning (I like to ask questions), after accounting for students' and schools' socio-economic profile
Table V.B1.5.96	Degree of teacher support and students' motivation (I love learning new things in school)
Table V.B1.5.97	Degree of teacher support and students' motivation (I love learning new things in school), by students' level of performance
Table V.B1.5.98	Types of teacher support and students' motivation (I love learning new things in school), after accounting for students' and schools' socio-economic profile
Table V.B1.5.99	Degree of teacher support and students' motivation - Interest in learning (I like to develop hypotheses and check them based on what I observe)
Table V.B1.5.100	Types of teacher support and students' motivation - Interest in learning (I like to develop hypotheses and check them based on what I observe), after accounting for students' and schools' socio-economic profile
Table V.B1.5.101	Degree of teacher support and students' motivation - Personal motivation (I want to do well in my mathematics class)
Table V.B1.5.102	Degree of teacher support and students' motivation - Personal motivation (I want to do well in my mathematics class), by students' level of performance
Table V.B1.5.103	Types of teacher support and students' motivation (I want to do well in my mathematics class), after accounting for students' and schools' socio-economic profile
Table V.B1.5.104	Degree of teacher support and students' motivation (school has taught me things which could be useful in a job)
Table V.B1.5.105	Types of teacher support and students' motivation (school has taught me things which could be useful in a job), after accounting for students' and schools' socio-economic profile
Table V.B1.5.106	Degree of teacher support and general growth mindset (students disagreeing or strongly disagreeing with "your intelligence is something about you that you cannot change very much")
Table V.B1.5.107	Types of teacher support and general growth mindset (students disagreeing or strongly disagreeing with "your intelligence is something about you that you cannot change very much"), after accounting for students' and schools' socio-economic profile
Table V.B1.5.108	Availability of information and communications technologies (ICT) resources in students' home
Table V.B1.5.109	Likelihood of motivation and proactiveness in mathematics when students report that in their home there is a computer that is used for schoolwork
Table V.B1.5.110	Likelihood of motivation and proactiveness in mathematics when students report that in their home there is educational software or apps
Table V.B1.5.111	Relationship between students' motivations and proactiveness in mathematics when they report in their home there is a computer (laptop, desktop, or tablet) that they can use for schoolwork
Table V.B1.5.112	Relationship between students' motivations and proactiveness in mathematics when they report in their home there is educational software or apps
Table V.B1.5.113	Index of social connection to parents
Table V.B1.5.114	Degree of social connection to parents and students' proactiveness towards learning (paying attention when mathematics teacher is speaking)
Table V.B1.5.115	Degree of social connection to parents and students' proactiveness towards learning (put effort into their assignments for mathematics class)
Table V.B1.5.116	Relationship between students' proactiveness in mathematics and social connection to parents
Table V.B1.5.117	Relationship between students' motivation in mathematics and social connection to parents
Table V.B1.5.118	Degree of student motivation (I love learning new things in school) when students' parents report they discuss political or social issues with their child
Table V.B1.5.119	Relationship between critical thinking and students' motivations in mathematics when students' parents report they discuss political or social issues with their child
Table V.B1.5.120	Degree of students' satisfaction and control of one's own work and learning/Proactive towards learning (I make time to learn the material for mathematics class)
Table V.B1.5.121	Degree of students' satisfaction and problem solving (the activities we do in my classes help me think about new ways to solve problems)
Table V.B1.5.122	Degree of students' satisfaction and students' motivation - Instrumental motivation (school has taught me things which could be useful in a job)
Table V.B1.5.123	Relationship between students' satisfaction, proactiveness in mathematics and problem solving when they report they are satisfied with what they learn at school
Table V.B1.5.124	Relationship between students' satisfaction, proactiveness in mathematics and problem solving when they report they are satisfied with their relationship with their teachers
Table V.B1.5.125	Relationship between students' satisfaction, proactiveness in mathematics and problem solving when they report they are satisfied with their life at school

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Table V.B1.5. Students’ attitudes about the future: Chapter 6 annex tables

Table V.B1.6.1	Index of information-seeking regarding future career
Table V.B1.6.2	Index of information-seeking regarding future career, by student characteristics
Table V.B1.6.3	Index of information-seeking regarding future career and mathematics performance
Table V.B1.6.4	Learning strategies by bottom and top quarter of the index of information-seeking regarding future career
Table V.B1.6.5	Students' motivations by bottom and top quarter of the index of information-seeking regarding future career
Table V.B1.6.6	Index of information-seeking regarding future career and learning strategies
Table V.B1.6.7	Index of information-seeking regarding future career and students' motivations
Table V.B1.6.8	Students who have a clear idea about future job
Table V.B1.6.9	Students who have a clear idea about future job, by student characteristics
Table V.B1.6.10	Students who had a clear idea about future job and mathematics performance
Table V.B1.6.11	Learning strategies when students have a clear idea about future job
Table V.B1.6.12	Students' motivations when they have a clear idea about future job
Table V.B1.6.13	Students who have a clear idea about future job and learning strategies
Table V.B1.6.14	Students who have a clear idea about future job and students' motivations
Table V.B1.6.15	Activities to seek information when students have a clear idea about their future job
Table V.B1.6.16	Index of information-seeking regarding future career, by programme orientation
Table V.B1.6.17	Students who have a clear idea about future job, by programme orientation
Table V.B1.6.18	Students' motivations, by programme orientation
Table V.B1.6.19	Index of highest expected educational level
Table V.B1.6.20	Index of highest expected educational level, by student characteristics
Table V.B1.6.21	Students who expect to complete higher education and mathematics performance
Table V.B1.6.22	Students who expect to complete higher education and socio-economic status
Table V.B1.6.23	Students who expect to work as manager, by student characteristics
Table V.B1.6.24	Students who expect to work as professional, by student characteristics
Table V.B1.6.25	Students who expect to work as manager or professional, by student characteristics
Table V.B1.6.26	Students who expect to work as manager, by students' level of performance in mathematics
Table V.B1.6.27	Students who expect to work as professional, by students' level of performance in mathematics
Table V.B1.6.28	Students who expect to work as manager or professional, by students' level of performance in mathematics

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Table V.B1.6. Effects of economic deprivation on sustainable learning strategies and motivation to learn: Chapter 7 annex tables

Table V.B1.7.1	Countries and economies income classification
Table V.B1.7.2	How often did students not eat because there was not enough money to buy food, in the past 30 days
Table V.B1.7.3	Food insecurity by student characteristics
Table V.B1.7.4	Food insecurity and mathematics performance
Table V.B1.7.5	Percentage of students who report being in control over their's own learning by food security status
Table V.B1.7.6	Food insecurity and being in control over one's own learning and using proactive learning strategies
Table V.B1.7.7	Percentage of students who report using critical thinking strategies by food security status
Table V.B1.7.8	Food insecurity and critical-thinking learning strategies
Table V.B1.7.9	Percentage of students who report using creative thinking strategies and being persistent by food security status
Table V.B1.7.10	Food insecurity and students' interest in learning and persistence
Table V.B1.7.11	Food insecurity and curiosity, growth mindset and mathematics anxiety
Table V.B1.7.12	Students working for pay before or after school
Table V.B1.7.13	Frequency of working for pay in a typical schoolweek before or after school, by student's socio-economic status
Table V.B1.7.14	Working for pay at least once a week before or after school, by student characteristics
Table V.B1.7.15	Working for pay before or after school, by student characteristics
Table V.B1.7.16	Working for pay before school, by student characteristics
Table V.B1.7.17	Working for pay after school, by student characteristics
Table V.B1.7.18	Working for pay before or after school and mathematics performance
Table V.B1.7.19	Percentage of students who report being in control over their own learning by part-time employment status
Table V.B1.7.20	Working for pay before or after school and being in control over one's own learning and using proactive learning strategies
Table V.B1.7.21	Percentage of students who report using critical thinking strategies by part-time employment status
Table V.B1.7.22	Working for pay before or after school and critical-thinking learning strategies
Table V.B1.7.23	Percentage of students who report using creative thinking strategies and being persistent by part-time employment status
Table V.B1.7.24	Working for pay before or after school and students' interest in learning and persistence
Table V.B1.7.25	Working for pay, curiosity, growth mindset and mathematics anxiety
Table V.B1.7.26	Missing school for more than three months in a row for economic reasons by student characteristics
Table V.B1.7.27	Missing school for more than three months in a row for economic reasons and mathematics performance
Table V.B1.7.28	Missing school for more than three months in a row for economic reasons and being in control over one's own learning and using proactive learning strategies
Table V.B1.7.29	Missing school for more than three months in a row for economic reasons and critical-thinking learning strategies
Table V.B1.7.30	Missing school for more than three months in a row for economic reasons and students' interest in learning and persistence

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Table V.B1.7. Confident mathematics learners: Preparing for the future – Chapter 8 annex tables

Table V.B1.8.1	Index of exposure to mathematical reasoning and 21st-century mathematics tasks
Table V.B1.8.2	Index of exposure to mathematical reasoning and 21st-century mathematics tasks, by student characteristics
Table V.B1.8.3	Index of exposure to mathematical reasoning and 21st-century mathematics tasks and mathematics performance
Table V.B1.8.4	Interpreting mathematical solutions in the context of a real-life challenge, by student characteristics
Table V.B1.8.5	Identifying mathematical aspects of a real-world problem, by student characteristics
Table V.B1.8.6	Index of confidence in 21st-century mathematics skills
Table V.B1.8.7	Index of confidence in 21st-century mathematics skills, by student characteristics
Table V.B1.8.8	Index of confidence in 21st-century mathematics skills and mathematics performance
Table V.B1.8.9	Effect of frequency of exposure on confidence for 21st-century mathematics tasks and the mediating role of students' motivation and growth mindset
Table V.B1.8.10	Learning strategies, by quarter of index of confidence in 21st-century mathematics skills
Table V.B1.8.11	Likelihood of feeling confident in 21st-century mathematics skills when connecting new material with prior learning
Table V.B1.8.12	Likelihood of feeling confident in 21st-century mathematics skills when asking questions when not understanding
Table V.B1.8.13	Likelihood of feeling confident in 21st-century mathematics skills when the teacher encouraged students to think about how to solve mathematics problems in different ways than demonstrated in class
Table V.B1.8.14	Likelihood of feeling confident in 21st-century mathematics skills when trying to consider everybody's perspective before taking a position
Table V.B1.8.15	Likelihood of feeling confident in 21st-century mathematics skills when viewing almost all things from different angles
Table V.B1.8.16	Likelihood of feeling confident in 21st-century mathematics skills when disagreeing that there is only one correct position in a disagreement
Table V.B1.8.17	Likelihood of feeling confident in 21st-century mathematics skills when persistent
Table V.B1.8.18	Likelihood of feeling confident in 21st-century mathematics skills when curious
Table V.B1.8.19	Likelihood of feeling confident in 21st-century mathematics skills when stress-resistant
Table V.B1.8.20	Likelihood of feeling confident in 21st-century mathematics skills when cooperative
Table V.B1.8.21	Likelihood of feeling confident in 21st-century mathematics skills when having emotional control
Table V.B1.8.22	Confidence in 21st-century mathematics skills and students' motivations
Table V.B1.8.23	Exposure on extracting mathematical information from diagrams, graphs, or simulations, by students' level of performance in mathematics
Table V.B1.8.24	Exposure on interpreting mathematical solutions in the context of a real-life challenge, by students' level of performance in mathematics
Table V.B1.8.25	Exposure on identifying mathematical aspects of a real-world problem, by students' level of performance in mathematics
Table V.B1.8.26	Exposure representing a situation mathematically using variables, symbols, or diagrams, by students' level of performance in mathematics
Table V.B1.8.27	Exposure on evaluating the significance of observed patterns in data, by students' level of performance in mathematics
Table V.B1.8.28	Confidence on extracting mathematical information from diagrams, graphs, or simulations, by students' level of performance in mathematics
Table V.B1.8.29	Confidence on interpreting mathematical solutions in the context of a real-life challenge, by students' level of performance in mathematics
Table V.B1.8.30	Confidence on representing a situation mathematically using variables, symbols, or diagrams, by students' level of performance in mathematics
Table V.B1.8.31	Confidence on coding/programming computers, by students' level of performance in mathematics
Table V.B1.8.32	Confidence in 21st-century mathematics skills and performance in mathematics
Table V.B1.8.33	index of confidence in 21st-century mathematics skills, by learning strategies
Table V.B1.8.34	index of confidence in 21st-century mathematics skills, by social and emotional skills
Table V.B1.8.35	Fluent, slow, inaccurate and hasty readers
Table V.B1.8.36	Fluent readers, by student characteristics
Table V.B1.8.37	Fluent, slow, inaccurate and hasty readers, by proficiency in the PISA reading test
Table V.B1.8.38	Fluent, slow, inaccurate and hasty readers, by proficiency in the PISA mathematics test
Table V.B1.8.39	PISA 2022 reading fluency with reading and mathematics assessments
Table V.B1.8.40	PISA 2022 reading fluency and learning strategies – fluent readers
Table V.B1.8.41	PISA 2022 reading fluency and learning strategies – slow readers

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Table V.B1.8. Students’ readiness for self-directed learning: Chapter 9 annex tables

Table V.B1.9.1	Confidence in self-directed learning
Table V.B1.9.2	Self-directed learning: Finding learning resources online on my own, by students' level of performance in mathematics
Table V.B1.9.3	Self-directed learning: Planning when to do schoolwork on my own, by students' level of performance in mathematics
Table V.B1.9.4	Self-directed learning: Motivating myself to do schoolwork, by students' level of performance in mathematics
Table V.B1.9.5	Self-directed learning: Assessing my progress with learning, by students' level of performance in mathematics
Table V.B1.9.6	Confidence in self-directed learning and mathematics performance
Table V.B1.9.7	Confidence in self-directed learning and mathematics performance, high and low achievers
Table V.B1.9.8	Likelihood of reporting self-directed learning behaviour when having proactive mathematics study behaviours
Table V.B1.9.9	Likelihood of reporting self-directed learning behaviour when reporting teachers’ cognitive activation practices
Table V.B1.9.10	Confidence in self-directed learning and learning strategies
Table V.B1.9.11	Effect of proactive mathematics study behaviour on student confidence for self-directed learning and the mediating role of student motivation to learn
Table V.B1.9.12	Confidence in self-directed learning among students who check for mistakes
Table V.B1.9.13	Confidence in self-directed learning among students who check their homework
Table V.B1.9.14	Confidence in self-directed learning when considering everybody's perspective
Table V.B1.9.15	Confidence in self-directed learning when viewing almost all things from different angles
Table V.B1.9.16	Confidence in self-directed learning when not agreeing that there is only one correct position in a disagreement
Table V.B1.9.17	Confidence in self-directed learning when not understanding the class material
Table V.B1.9.18	Confidence in self-directed learning when putting effort into mathematics class assignments
Table V.B1.9.19	Confidence in self-directed learning when connecting new material to previous learning
Table V.B1.9.20	Confidence in self-directed learning when enjoying learning new things in school
Table V.B1.9.21	Confidence in self-directed learning when enjoying challenging schoolwork
Table V.B1.9.22	Confidence in self-directed learning when agreeing that school teaches things that can be useful in a job
Table V.B1.9.23	Students' self-directed behaviours and motivations
Table V.B1.9.24	Confidence in self-directed learning, and social and emotional skills
Table V.B1.9.25	Students' self-directed behaviours and high/low co-operation
Table V.B1.9.26	Students' self-directed behaviours and high/low emotional control
Table V.B1.9.27	Students' self-directed behaviours and high/low persistence
Table V.B1.9.28	Students' self-directed behaviours and high/low stress resistance
Table V.B1.9.29	Students' self-directed behaviours and high/low curiosity
Table V.B1.9.30	Confidence in self-directed learning behaviour when reporting higher co-operation
Table V.B1.9.31	Confidence in self-directed learning behaviour when reporting higher emotional control
Table V.B1.9.32	Confidence in self-directed learning behaviour when reporting higher persistence
Table V.B1.9.33	Confidence in self-directed learning behaviour when reporting higher stress resistance
Table V.B1.9.34	Confidence in self-directed learning behaviour when reporting higher curiosity

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Table V.B1.9. Students’ readiness for learning in the digital age: Chapter 10 annex tables

Table V.B1.10.1	Index of quality of access to ICT
Table V.B1.10.2	Index of quality of access to ICT, by student characteristics
Table V.B1.10.3	Index of quality of access to ICT and mathematics performance
Table V.B1.10.4	Index of use of ICT in enquiry-based learning activities
Table V.B1.10.5	Index of use of ICT in enquiry-based learning activities, by student characteristics
Table V.B1.10.6	Index of use of ICT in enquiry-based learning activities and mathematics performance
Table V.B1.10.7	Students' practices regarding online information
Table V.B1.10.8	Students' practices regarding online information, by student characteristics
Table V.B1.10.9	Students' practices regarding online information and mathematics performance
Table V.B1.10.10	Percentage of students reporting they agree or disagree with the following statements
Table V.B1.10.11	Percentage of students reporting they agree or strongly agree that they are interested in learning more about <digital resources>, by student characteristics
Table V.B1.10.12	Percentage of students reporting they agree or strongly agree that they are interested in learning <computer programming>, by student characteristics
Table V.B1.10.13	Percentage of students reporting they agree or strongly agree that they are interested in learning <digital resources> because it could be useful in a job, by student characteristics
Table V.B1.10.14	Change in mathematics performance when students reported they agree or strongly agree with the following statements
Table V.B1.10.15	Index of self-efficacy in digital competencies
Table V.B1.10.16	Index of self-efficacy in digital competencies, by student characteristics
Table V.B1.10.17	Index of self-efficacy in digital competencies and mathematics performance
Table V.B1.10.18	Percentage of students reporting they can search for and find relevant information online, by level of performance in mathematics
Table V.B1.10.19	Percentage of students reporting they can assess the quality of information they find online, by level of performance in mathematics
Table V.B1.10.20	Percentage of students reporting they share practical information with a group of students, by level of performance in mathematics
Table V.B1.10.21	Percentage of students reporting they can collaborate with other students on a group assignment, by level of performance in mathematics
Table V.B1.10.22	Percentage of students reporting how often they used <digital resources> to write or edit text for a school assignment, by level of performance in mathematics
Table V.B1.10.23	Percentage of students reporting how often they used <digital resources> to find information online about real-world problems or phenomena, by level of performance in mathematics
Table V.B1.10.24	Students' practices regarding online information, by level of performance in mathematics
Table V.B1.10.25	Students interested in learning about digital resources, by level of performance
Table V.B1.10.26	Students’ practices regarding online information and learning strategies
Table V.B1.10.27	Students’ practices regarding online information and motivations
Table V.B1.10.28	Carefulness regarding online information, and student confidence and use of digital resources
Table V.B1.10.29	Carefulness regarding online information and student practices
Table V.B1.10.30	Carefulness regarding online information, school resources and perceptions of teacher's digital readiness
Table V.B1.10.31	Carefulness regarding online information and perception of teacher's digital readiness
Table V.B1.10.32	Confidence in digital competencies associated and ICT in enquiry-based learning activities
Table V.B1.10.33	Confidence in digital competencies when using <digital resources> for school
Table V.B1.10.34	Likelihood to be interested in learning more about <digital resources>, by learning strategies
Table V.B1.10.35	Likelihood to be interested in learning <computer programming>, by learning strategies
Table V.B1.10.36	Likelihood to be interested in learning <digital resources> because it could be useful in a job, by learning strategies

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