Mathematics performance, by the number of times students arrived late for school in the two weeks prior to the PISA test
Change between 2003 and 2012 in the number of times students arrived late for school
Mathematics performance, by the number of times students skipped some classes in the two weeks prior to the PISA test
Mathematics performance, by the number of times students skipped a day of school in the two weeks prior to the PISA test
Association between skipping classes or days of school and mathematics performance, by performance level
Students' sense of belonging
Index of sense of belonging and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' sense of belonging
Students' attitudes towards school: Learning outcomes
Index of attitudes towards school (learning outcomes) and mathematics performance, by national quarters of this index
Change between PISA 2003 and PISA 2012 in students' attitudes towards school learning outcomes
Students' attitudes towards school: Learning activities
Index of attitudes towards school (learning activities) and mathematics performance, by national quarters of this index
Effect sizes for gender differences in engagement with and at school
Effect sizes for socio-economic differences in engagement with and at school
Effect sizes for differences in immigrant background in engagement with and at school
Change between 2003 and 2012 in the association between students' engagement with school and mathematics performance
Students and perseverance
Index of perseverance and mathematics performance, by national quarters of this index
Students' openness to problem solving
Index of openness to problem solving and mathematics performance, by national quarters of this index
Students' self-responsibility for failing in mathematics
Index of self-responsibility for failing in mathematics and mathematics performance, by national quarters of this index
Students' perceived control of success in mathematics
Students' perceived control of success in school
Students' intrinsic motivation to learn mathematics
Index of intrinsic motivation to learn mathematics and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' intrinsic motivation to learn mathematics
Students' instrumental motivation to learn mathematics
Index of instrumental motivation to learn mathematics and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' instrumental motivation to learn mathematics
Effect sizes for gender differences in drive and motivation
Effect sizes for socio-economic differences in drive and motivation
Effect sizes for differences by immigrant status in drive and motivation
Students' drive and motivation, by proficiency level in mathematics
Change between 2003 and 2012 in the association between students' drive and mathematics performance
Students' self-efficacy in mathematics
Index of mathematics self-efficacy and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' self-efficacy in mathematics
Students' self-concept in mathematics
Index of mathematics self-concept and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' mathematics self-concept
Students and mathematics anxiety
Students and mathematics anxiety, by gender
Students and mathematics anxiety, by socio-economic status
Index of mathematics anxiety and mathematics performance, by national quarters of this index
Change between 2003 and 2012 in students' mathematics anxiety
Students and mathematics behaviours
Index of mathematics behaviours and mathematics performance, by national quarters of this index
Students and their intentions for mathematics
Index of mathematics intentions and mathematics performance, by national quarters of this index
Students and subjective norms in mathematics
Index of subjective norms in mathematics and mathematics performance, by national quarters of this index
Effect sizes for gender differences in mathematics self-beliefs and participation in mathematics activities
Effect sizes for socio-economic differences in mathematics self-beliefs and participation in mathematics activities
Effect sizes for differences by immigrant background in mathematics self-beliefs and participation in mathematics activities
Change between 2003 and 2012 in the association between student's mathematics self-beliefs and mathematics performance
Country-level correlations among the changes, between 2003 and 2012, in students' engagement and dispositions towards mathematics measures
Concentration of students arriving late for school in the two weeks prior to the PISA test
Social comparisons and arriving late for school
Trends in the concentration of students arriving late for school in the two weeks prior to the PISA test
Trends in the percentage of students arriving late for school in the two weeks prior to the PISA test, by school characteristics
The concentration of students who skipped classes or days of school in the two weeks prior to the PISA test
Social comparisons and skipping classes or days of school
Social comparisons and sense of belonging
Social comparisons and perseverance
Social comparisons and intrinsic motivation to learn mathematics
Social comparisons and instrumental motivation to learn mathematics
Social comparisons and mathematics self-efficacy
Social comparisons and mathematics self-concept
Social comparisons and mathematics anxiety
Index of experience with applied mathematics tasks and mathematics performance, by national quarters of this index
Index of experience with pure mathematics tasks and mathematics performance, by national quarters of this index
Index of teachers' use of cognitive-activation strategies and mathematics performance, by national quarters of this index
Index of teachers' use of formative assessment and mathematics performance, by national quarters of this index
Index of teachers' student orientation at school and mathematics performance, by national quarters of this index
Index of teacher-directed instruction at school and mathematics performance, by national quarters of this index
Index of disciplinary climate at school and mathematics performance, by national quarters of this index
Index of teacher-student relations at school and mathematics performance, by national quarters of this index
The relationship between experience with pure and applied mathematics problems and student engagement, drive, motivation and self-beliefs
Relationship between teachers' use of cognitive-activation strategies and student dispositions
Relationship between teachers' use of teacher-directed instruction and student dispositions
Relationship between teachers' use of formative assessments and student dispositions
Relationship between teachers' student orientation and student dispositions
Relationship between disciplinary climate and student dispositions
Relationship between teacher-student relations and student dispositions
Relationship between learning time in mathematics and student dispositions
Relationship between learning time in school and student dispositions
Relationship between the presence of ability grouping in school and student dispositions
Relationship between the presence of creative extracurricular activities at school and student dispositions
Relationship between the presence of extracurricular mathematics activities at school and student dispositions
Relationship between class size and student dispositions
Relationship between school size and student dispositions (per 100 students)
Relationship between school's socio-economic composition and student dispositions
Students' mathematics performance, by parents' activities at home
Students' mathematics performance, by family structure and labour-market situation
Students' mathematics performance, by parents' attitudes towards the child's future
Students who arrived late for school in the two weeks prior to the PISA test, by parents' activities at home
Students who arrived late for school in the two weeks prior to the PISA test, by family structure and labour-market situation
Students who arrived late for school in the two weeks prior to the PISA test, by parents' attitudes towards the child's future
Students' perseverance, by parents' activities at home
Students' perseverance, by family structure and labour-market situation
Students' perseverance, by parents' attitudes towards the child's future
Students' intrinsic motivation to learn mathematics, by parents' activities at home
Students' intrinsic motivation to learn mathematics, by family structure and labour-market situation
Students' intrinsic motivation to learn mathematics, by parents' attitudes towards the child's future
Students' self-efficacy in mathematics, by parents' activities at home
Students' self-efficacy in mathematics, by family structure and labour-market situation
Students' self-efficacy in mathematics, by parents' attitudes towards the child's future
The relationship between arriving late and parental attitudes towards the child's future
The relationship between perseverance and parental attitudes towards the child's future
The relationship between intrinsic motivation to learn mathematics and parental attitudes towards the child's future
The relationship between mathematics self-efficacy and parental attitudes towards the child's future
The gender gap in engagement with and at school
Socio-economic disparities in engagement with and at school
The gender gap in drive and motivation
Socio-economic disparities in drive and motivation
The gender gap in mathematics self-beliefs and engagement in mathematics activities
Socio-economic disparities in mathematics self-beliefs and engagement in mathematics activities
Association between students' gender and socio-economic status and mathematics performance
Gender and socio-economic differences in the association between engagement with and at school and mathematics performance
Gender and socio-economic differences in the association between drive and motivation and mathematics performance
Gender and socio-economic differences in the association between mathematics self-beliefs and mathematics performance
Engagement with and at school among resilient students, disadvantaged low-achievers, advantaged low-achievers and advantaged high-achievers
Students' drive and motivation among resilient students, disadvantaged low-achievers, advantaged low-achievers and advantaged high-achievers
Mathematics self-beliefs among resilient students, disadvantaged low-achievers, advantaged low-achievers and advantaged high-achievers
Change between 2003 and 2012 in the association between students' attitudes and behaviours and mathematics performance, by gender
Change between 2003 and 2012 in the association between students' attitudes and behaviours and mathematics performance, by socio-economic status
Mathematics performance, by the number of times students arrived late for school in the two weeks prior to the PISA test and region
Mathematics performance, by the number of times students skipped some classes in the two weeks prior to the PISA test and region
Mathematics performance, by the number of times students skipped a day of school in the two weeks prior to the PISA test and region
Index of sense of belonging and mathematics performance, by national quarters of this index and region
Index of perseverance and mathematics performance, by national quarters of this index and region
Index of openness to problem solving and mathematics performance, by national quarters of this index and region
Index of intrinsic motivation to learn mathematics and mathematics performance, by national quarters of this index and region
Index of instrumental motivation to learn mathematics and mathematics performance, by national quarters of this index and region
Index of mathematics self-efficacy and mathematics performance, by national quarters of this index and region
Index of mathematics self-concept and mathematics performance, by national quarters of this index and region
Index of mathematics anxiety and mathematics performance, by national quarters of this index and region