ID žáka
Intl. School ID
ID státu/země
Stratum ID 7-character (cnt + region ID + original stratum ID)
Ročník školní docházky
Měsíc narození žáka
Rok narození žáka
Pohlaví žáka
What is the <highest level of schooling> completed by your mother?
Does your mother have this qualification? <ISCED level 6> (incl. higher qualifications at level 5A in some countries)
Does your mother have this qualification? <ISCED level 5A> (excl. higher qualifications at level 5A in some countries)
Does your mother have any of the following qualifications? <ISCED level 5B>
Does your mother have any of the following qualifications? <ISCED level 4>
What is the <highest level of schooling> completed by your father?
Does your father have this qualification? <ISCED level 6> (incl. higher qualifications at level 5A in some countries)
Does your father have this qualification? <ISCED level 5A> (excl. higher qualifications at level 5A in some countries)
Does your father have any of the following qualifications? <ISCED level 5B>
Does your father have any of the following qualifications? <ISCED level 4>
In your home: A desk to study at
In your home: A room of your own
In your home: A quiet place to study
In your home: A computer you can use for school work
In your home: Educational software
In your home: A link to the Internet
In your home: Classic literature (e.g. <Shakespeare>)
In your home: Books of poetry
In your home: Works of art (e.g. paintings)
In your home: Books to help with your school work
In your home: <Technical reference books>
In your home: A dictionary
In your home: Books on art, music, or design
In your home: <Country-specific wealth item 1>
In your home: <Country-specific wealth item 2>
In your home: <Country-specific wealth item 3>
How many in your home: Televisions
How many in your home: Cars
How many in your home: Rooms with a bath or shower
How many in your home: <Cell phones> with Internet access (e.g. smartphones)
How many in your home: Computers (desktop computer, portable laptop, or notebook)
How many in your home: <Tablet computers> (e.g. <iPad>, <BlackBerry PlayBook>)
How many in your home: E-book readers (e.g. <Kindle>, <Kobo>, <Bookeen>)
How many in your home: Musical instruments (e.g. guitar, piano)
How many books are there in your home?
In what country were you and your parents born? You
In what country were you and your parents born? Mother
In what country were you and your parents born? Father
How old were you when you arrived in <country of test>?
How old were you when you started <ISCED 0>? Years
How old were you when you started <ISCED 1>? Years
Have you ever repeated a <grade>? At <ISCED 1>
Have you ever repeated a <grade>? At <ISCED 2>
Have you ever repeated a <grade>? At <ISCED 3>
What language do you speak at home most of the time?
Which language do you usually speak with: My mother
Which language do you usually speak with: My father
Which language do you usually speak with: My brother(s) and/or sister(s)
Which language do you usually speak with: My best friend
Which language do you usually speak with: My schoolmates
How often during <test language lessons>: Students don't listen to what the teacher says.
How often during <test language lessons>: There is noise and disorder.
How often during <test language lessons>: The teacher waits long for students to quiet down.
How often during <test language lessons>: Students cannot work well.
How often during <test language lessons>: Students don't start working for a long time after the lesson begins.
How often during <test language lessons>: The teacher shows an interest in every student's learning.
How often during <test language lessons>: The teacher gives extra help when students need it.
How often during <test language lessons>: The teacher helps students with their learning.
How often during <test language lessons>: The teacher continues teaching until the students understands.
How often during <test language lessons>: The teacher sets clear goals for our learning.
How often during <test language lessons>: The teacher asks questions to check whether we have understood what was taught
How often during <test language lessons>: [...] the teacher presents a short summary of the previous lesson.
How often during <test language lessons>: The teacher tells us what we have to learn.
Thinking of past two <test language lessons>: The teacher made me feel confident in my ability to do well in the course.
Thinking of past two <test language lessons>: The teacher listened to my view on how to do things.
Thinking of past two <test language lessons>: I felt that my teacher understood me.
How often in <test language lessons>: The teacher adapts the lesson to my class’s needs and knowledge.
How often in <test language lessons>: The teacher provides individual help when a student has difficulties [...]
How often in <test language lessons>: The teacher changes the structure of the lesson on a topic that most [...]
How often during <test language lessons>: The teacher gives me feedback on my strengths in this subject.
How often during <test language lessons>: The teacher tells me in which areas I can still improve.
How often during <test language lessons>: The teacher tells me how I can improve my performance.
Thinking of past two <test language lessons>: It was clear to me that the teacher liked teaching us.
Thinking of past two <test language lessons>: The enthusiasm of the teacher inspired me.
Thinking of past two <test language lessons>: It was clear that the teacher likes to deal with the topic of the lesson.
Thinking of past two <test language lessons>: The teacher showed enjoyment in teaching.
During the last month, how often did you have to read for school: Texts that include diagrams or maps
During the last month, how often did you have to read for school: Fiction (e.g., novels, short stories)
During the last month, how often did you have to read for school: Texts that include tables or graphs
During the last month, how often did you have to read for school: Digital texts including links
In your <test language lessons>, how often: The teacher encourages students to express their opinion about a text.
In your <test language lessons>, how often: The teacher helps students relate the stories they read to their lives.
In your <test language lessons>, how often: The teacher shows students how the information in texts builds on [...]
In your <test language lessons>, how often: The teacher poses questions that motivate students to participate actively.
<this academic year>, how many pages was the longest piece of text you had to read for your <test language lessons>?
When you have to read, does the teacher ask you to: Write a summary of the book or the chapter
When you have to read, does the teacher ask you to: List and write a short description of the main characters
When you have to read, does the teacher ask you to: Discuss in small groups with other students who read the same [...]
When you have to read, does the teacher ask you to: Give your personal thoughts about the book or the chapter [...]
When you have to read, does the teacher ask you to: Answer questions about the book or the chapter
When you have to read, does the teacher ask you to: Compare the content of the book or the chapter with your own [...]
When you have to read, does the teacher ask you to: Compare the book with other books or texts on a similar topic
When you have to read, does the teacher ask you to: Select a passage you liked or disliked and explain why
When you have to read, does the teacher ask you to: Write a text related to what you have read
Taught at school: How to use keywords when using a search engine such as <Google©>, <Yahoo©>, etc.
Taught at school: How to decide whether to trust information from the Internet
Taught at school: How to compare different web pages and decide what information is more relevant for your school work
Taught at school: To understand the consequences of making information publicly available online on <Facebook>, [...]
Taught at school: How to use the short description below the links in the list of results of a search
Taught at school: How to detect whether the information is subjective or biased
Taught at school: How to detect phishing or spam emails
How much do you agree or disagree? I read only if I have to.
How much do you agree or disagree? Reading is one of my favourite hobbies.
How much do you agree or disagree? I like talking about books with other people.
How much do you agree or disagree? For me, reading is a waste of time.
How much do you agree or disagree? I read only to get information that I need.
How often do you read these materials because you want to? Magazines
How often do you read these materials because you want to? Comic books
How often do you read these materials because you want to? Fiction (novels, narratives, stories)
How often do you read these materials because you want to? Non-fiction books (informational, documentary)
How often do you read these materials because you want to? Newspapers
Which of the following statements best describes how you read books (on any topic)?
About how much time do you usually spend reading for enjoyment?
How often involved in: Reading emails
How often involved in: <Chat on line> (e.g. <Whatsapp>, <Messenger>)
How often involved in: Reading online news
How often involved in: Searching information online to learn about a particular topic
How often involved in: Taking part in online group discussions or forums
How often involved in: Searching for practical information online (e.g. schedules, events, tips, recipes)
Agree: I am a good reader.
Agree: I am able to understand difficult texts.
Agree: I read fluently.
Agree: I have always had difficulty with reading.
Agree: I have to read a text several times before completely understanding it.
Agree: I find it difficult to answer questions about a text.
In the PISA test, how do you feel about the reading tasks: There were many words I could not understand.
In the PISA test, how do you feel about the reading tasks: Many texts were too difficult for me.
In the PISA test, how do you feel about the reading tasks: I was lost when I had to navigate between different pages.
Usefulness for understanding and memorising text: I concentrate on the parts of the text that are easy to understand.
Usefulness for understanding and memorising text: I quickly read through the text twice.
Usefulness for understanding and memorising text: After reading the text, I discuss its content with other people.
Usefulness for understanding and memorising text: I underline important parts of the text.
Usefulness for understanding and memorising text: I summarise the text in my own words.
Usefulness for understanding and memorising text: I read the text aloud to another person.
Usefulness for writing a summary: I write a summary. Then I check that each paragraph is covered in the summary, [...]
Usefulness for writing a summary: I try to copy out accurately as many sentences as possible.
Usefulness for writing a summary: Before writing the summary, I read the text as many times as possible.
Usefulness for writing a summary: I carefully check whether the most important facts in the text are represented [...]
Usefulness for writing a summary: I read through the text, underlining the most important sentences. Then I write [...]
How appropriate in reaction to this email: Answer the email and ask for more information about the smartphone
How appropriate in reaction to this email: Check the sender's email address
How appropriate in reaction to this email: Click on the link to fill out the form as soon as possible
How appropriate in reaction to this email: Delete the email without clicking on the link
How appropriate in reaction to this email: Check the website of the mobile phone operator to see whether [...]
Overall, how satisfied are you with your life as a whole these days?
Thinking about your school: Trying hard at school will help me get a good job.
Thinking about your school: Trying hard at school will help me get into a good <college>.
Thinking about your school: Trying hard at school is important.
Do you expect to complete? <ISCED level 2>
Do you expect to complete? <ISCED level 3B or C>
Do you expect to complete? <ISCED level 3A>
Do you expect to complete? <ISCED level 4>
Do you expect to complete? <ISCED level 5B>
Do you expect to complete? <ISCED level 5A or 6>
Agree: I enjoy working in situations involving competition with others.
Agree: It is important for me to perform better than other people on a task.
Agree: I try harder when I’m in competition with other people.
Agree: I find satisfaction in working as hard as I can.
Agree: Once I start a task, I persist until it is finished.
Agree: Part of the enjoyment I get from doing things is when I improve on my past performance.
Agree: If I am not good at something, I would rather keep struggling to master it than move on to something I may [...]
Agree: When I am failing, I worry about what others think of me.
Agree: When I am failing, I am afraid that I might not have enough talent.
Agree: When I am failing, this makes me doubt my plans for the future.
Agree: Your intelligence is something about you that you can't change very much.
Agree: My life has clear meaning or purpose.
Agree: I have discovered a satisfactory meaning in life.
Agree: I have a clear sense of what gives meaning to my life.
Thinking about yourself and how you normally feel: how often do you feel as described below? Happy
Thinking about yourself and how you normally feel: how often do you feel as described below? Scared
Thinking about yourself and how you normally feel: how often do you feel as described below? Lively
Thinking about yourself and how you normally feel: how often do you feel as described below? Miserable
Thinking about yourself and how you normally feel: how often do you feel as described below? Proud
Thinking about yourself and how you normally feel: how often do you feel as described below? Afraid
Thinking about yourself and how you normally feel: how often do you feel as described below? Joyful
Thinking about yourself and how you normally feel: how often do you feel as described below? Sad
Thinking about yourself and how you normally feel: how often do you feel as described below? Cheerful
How true for you: My goal is to learn as much as possible.
How true for you: My goal is to completely master the material presented in my classes.
How true for you: My goal is to understand the content of my classes as thoroughly as possible.
Agree: I usually manage one way or another.
Agree: I feel proud that I have accomplished things.
Agree: I feel that I can handle many things at a time.
Agree: My belief in myself gets me through hard times.
Agree: When I’m in a difficult situation, I can usually find my way out of it.
Thinking about your school: I feel like an outsider (or left out of things) at school.
Thinking about your school: I make friends easily at school.
Thinking about your school: I feel like I belong at school.
Thinking about your school: I feel awkward and out of place in my school.
Thinking about your school: Other students seem to like me.
Thinking about your school: I feel lonely at school.
How easy to perform on your own: Explain how carbon-dioxide emissions affect global climate change
How easy to perform on your own: Establish a connection between prices of textiles and working conditions in the [...]
How easy to perform on your own: Discuss the different reasons why people become refugees
How easy to perform on your own: Explain why some countries suffer more from global climate change than others
How easy to perform on your own: Explain how economic crises in single countries affect the global economy
How easy to perform on your own: Discuss the consequences of economic development on the environment
How informed are you about the following topics? Climate change and global warming
How informed are you about the following topics? Global health (e.g. epidemics)
How informed are you about the following topics? Migration (movement of people)
How informed are you about the following topics? International conflicts
How informed are you about the following topics? Hunger or malnutrition in different parts of the world
How informed are you about the following topics? Causes of poverty
How informed are you about the following topics? Equality between men and women in different parts of the world
How well does the following describe you: I try to look at everybody's side of a disagreement before I make a decision.
How well does the following describe you: I believe that there are two sides to every question and try to look at [...]
How well does the following describe you: I sometimes try to understand my friends better by imagining how things [...]
How well does the following describe you: Before criticizing somebody, I try to imagine how I would feel if I were [...]
How well does the following describe you: When I'm upset at someone, I try to take the perspective of that person [...]
How well does the following describe you: I can deal with unusual situations.
How well does the following describe you: I can change my behaviour to meet the needs of new situations.
How well does the following describe you: I can adapt to different situations even when under stress or pressure.
How well does the following describe you: I can adapt easily to a new culture.
How well does the following describe you: When encountering difficult situations with other people, I can think of [...]
How well does the following describe you: I am capable of overcoming my difficulties in interacting with people [...]
Intercultural communication: I carefully observe their reactions.
Intercultural communication: I frequently check that we are understanding each other correctly.
Intercultural communication: I listen carefully to what they say.
Intercultural communication: I choose my words carefully.
Intercultural communication: I give concrete examples to explain my ideas.
Intercultural communication: I explain things very carefully.
Intercultural communication: If there is a problem with communication, I find ways around it [...]
Involved in: I reduce the energy I use at home [...] to protect the environment.
Involved in: I choose certain products for ethical or environmental reasons, even if they are a bit more expensive.
Involved in: I sign environmental or social petitions online.
Involved in: I keep myself informed about world events via <Twitter> or <Facebook>.
Involved in: I boycott products or companies for political, ethical or environmental reasons.
Involved in: I participate in activities promoting equality between men and women.
Involved in: I participate in activities in favour of environmental protection.
Involved in: I regularly read websites on international social issues (e.g. poverty, human rights).
How well does the following describe you: I want to learn how people live in different countries.
How well does the following describe you: I want to learn more about the religions of the world.
How well does the following describe you: I am interested in how people from various cultures see the world.
How well does the following describe you: I am interested in finding out about the traditions of other cultures.
Do you have contact with people from other countries? In your family
Do you have contact with people from other countries? At school
Do you have contact with people from other countries? In your neighbourhood
Do you have contact with people from other countries? In your circle of friends
How well does the following describe you: I respect people from other cultures as equal human beings.
How well does the following describe you: I treat all people with respect regardless of their cultural background.
How well does the following describe you: I give space to people from other cultures to express themselves.
How well does the following describe you: I respect the values of people from different cultures.
How well does the following describe you: I value the opinions of people from different cultures.
Agree: I think of myself as a citizen of the world.
Agree: When I see the poor conditions that some people in the world live under, I feel a responsibility to do [...]
Agree: I think my behaviour can impact people in other countries.
Agree: It is right to boycott companies that are known to provide poor workplace conditions for their employees.
Agree: I can do something about the problems of the world.
Agree: Looking after the global environment is important to me.
Agree: Immigrant children should have the same opportunities for education that other children in the country have.
Agree: Immigrants who live in a country for several years should have the opportunity to vote in elections.
Agree: Immigrants should have the opportunity to continue their own customs and lifestyle.
Agree: Immigrants should have all the same rights that everyone else in the country has.
How many languages [...] do you and your parents speak well enough to converse with others? You
How many languages [...] do you and your parents speak well enough to converse with others? Your mother
How many languages [...] do you and your parents speak well enough to converse with others? Your father
How many foreign languages do you learn at your school this school year?
At school: I learn about the interconnectedness of countries’ economies.
At school: I learn how to solve conflicts with other people in our classrooms.
At school: I learn about different cultures.
At school: We read newspapers, look for news on the Internet or watch the news together during classes.
At school: I am often invited by my teachers to give my personal opinion about international news.
At school: I participate in events celebrating cultural diversity throughout the school year.
At school: I participate in classroom discussions about world events as part of the regular instruction.
At school: I analyse global issues together with my classmates in small groups during class.
At school: I learn how people from different cultures can have different perspectives on some issues.
At school: I learn how to communicate with people from different backgrounds.
Teachers in your school: They have misconceptions about the history of some cultural groups.
Teachers in your school: They say negative things about people of some cultural groups.
Teachers in your school: They blame people of some cultural groups for problems faced by <country of test>.
Teachers in your school: They have lower academic expectations for students of some cultural groups.
Thinking about <this academic year>: My parents support my educational efforts and achievements.
Thinking about <this academic year>: My parents support me when I am facing difficulties at school.
Thinking about <this academic year>: My parents encourage me to be confident.
Think about your school, how true: Students seem to value competition.
Think about your school, how true: It seems that students are competing with each other.
Think about your school, how true: Students seem to share the feeling that competing with each other is important.
Think about your school, how true: Students feel that they are being compared with others.
Typically required to attend: Number of <class periods> per week in <test language lessons>
Typically required to attend: Number of <class periods> per week in mathematics
Typically required to attend: Number of <class periods> per week in <science>
Typically required to attend: Number of <class periods> per week in foreign language
In a normal, full week at school, how many <class periods> are you required to attend in total?
How many minutes, on average, are there in a <class period>?
In the last two full weeks of school, how often: I <skipped> a whole school day.
In the last two full weeks of school, how often: I <skipped> some classes.
In the last two full weeks of school, how often: I arrived late for school.
During the past 12 months, how often: Other students left me out of things on purpose.
During the past 12 months, how often: Other students made fun of me.
During the past 12 months, how often: I was threatened by other students.
During the past 12 months, how often: Other students took away or destroyed things that belonged to me.
During the past 12 months, how often: I got hit or pushed around by other students.
During the past 12 months, how often: Other students spread nasty rumours about me.
Agree: It irritates me when nobody defends bullied students.
Agree: It is a good thing to help students who can't defend themselves.
Agree: It is a wrong thing to join in bullying.
Agree: I feel bad seeing other students bullied.
Agree: I like it when someone stands up for other students who are being bullied.
Think about your school, how true: Students seem to value cooperation.
Think about your school, how true: It seems that students are cooperating with each other.
Think about your school, how true: Students seem to share the feeling that cooperating with each other is important.
Think about your school, how true: Students feel that they are encouraged to cooperate with others.
Available for you to use at home: Desktop computer
Available for you to use at home: Portable laptop, or notebook
Available for you to use at home: <Tablet computer> (e.g. <iPad>, <BlackBerry PlayBook>)
Available for you to use at home: Internet connection
Available for you to use at home: <Video games console>, e.g. <Sony PlayStation>
Available for you to use at home: <Cell phone> (without Internet access)
Available for you to use at home: <Cell phone> (with Internet access)
Available for you to use at home: Portable music player (Mp3/Mp4 player, iPod or similar)
Available for you to use at home: Printer
Available for you to use at home: USB (memory) stick
Available for you to use at home: <ebook reader>, e.g. <Amazon Kindle>
Available for you to use at school: Desktop computer
Available for you to use at school: Portable laptop or notebook
Available for you to use at school: <Tablet computer> (e.g. <iPad>, <BlackBerry PlayBook>)
Available for you to use at school: Internet connected school computers
Available for you to use at school: Internet connection via wireless network
Available for you to use at school: Storage space for school-related data, e.g. a folder for own documents
Available for you to use at school: USB (memory) stick
Available for you to use at school: <ebook reader>, e.g. <Amazon Kindle>
Available for you to use at school: Data projector, e.g. for slide presentations
Available for you to use at school: Interactive Whiteboard, e.g. <Smartboard>
How old were you when you first used a digital device?
How old were you when you first accessed the Internet?
During a typical weekday, for how long do you use the Internet at school?
During a typical weekday, for how long do you use the Internet outside of school?
On a typical weekend day, for how long do you use the Internet outside of school?
Time spent using digital devices during classroom lessons in a typical school week: <Test language lessons>
Time spent using digital devices during classroom lessons in a typical school week: <Mathematics>
Time spent using digital devices during classroom lessons in a typical school week: <Science>
Time spent using digital devices during classroom lessons in a typical school week: <Foreign language>
Time spent using digital devices during classroom lessons in a typical school week: <Social sciences>
Time spent using digital devices during classroom lessons in a typical school week: Music
Time spent using digital devices during classroom lessons in a typical school week: Sports
Time spent using digital devices during classroom lessons in a typical school week: <Performing arts>
Time spent using digital devices during classroom lessons in a typical school week: <Visual arts>
Time spent using digital devices outside of classroom lessons in a typical school week: <Test language lessons>
Time spent using digital devices outside of classroom lessons in a typical school week: <Mathematics>
Time spent using digital devices outside of classroom lessons in a typical school week: <Science>
Time spent using digital devices outside of classroom lessons in a typical school week: <Foreign language>
Time spent using digital devices outside of classroom lessons in a typical school week: <Social sciences>
Time spent using digital devices outside of classroom lessons in a typical school week: Music
Time spent using digital devices outside of classroom lessons in a typical school week: Sports
Time spent using digital devices outside of classroom lessons in a typical school week: <Performing arts>
Time spent using digital devices outside of classroom lessons in a typical school week: <Visual arts>
Digital device used for learning or teaching during lessons within the last month: <Test language lessons>
Digital device used for learning or teaching during lessons within the last month: <Mathematics>
Digital device used for learning or teaching during lessons within the last month: <Science>
Digital device used for learning or teaching during lessons within the last month: <Foreign language>
Digital device used for learning or teaching during lessons within the last month: <Social sciences>
Digital device used for learning or teaching during lessons within the last month: Music
Digital device used for learning or teaching during lessons within the last month: Sports
Digital device used for learning or teaching during lessons within the last month: <Performing arts>
Digital device used for learning or teaching during lessons within the last month: <Visual arts>
Use digital devices outside of school: Playing one-player games.
Use digital devices outside of school: Playing collaborative online games.
Use digital devices outside of school: Using email.
Use digital devices outside of school: <Chatting online> (e.g. <MSN>).
Use digital devices outside of school: Participating in Social Networks (e.g. <Facebook>, <MySpace>).
Use digital devices outside of school: Playing online games via Social Networks (e.g. <Farmville>, <The Sims Social>).
Use digital devices outside of school: Browsing the Internet for fun (such as watching videos, e.g. <YouTube>).
Use digital devices outside of school: Reading news on the Internet (e.g. current affairs).
Use digital devices outside of school: Obtaining practical information from the Internet [...]
Use digital devices outside of school: Downloading music, films, games or software from the Internet.
Use digital devices outside of school: Uploading your own created contents for sharing [...]
Use digital devices outside of school: Downloading new apps on a mobile device.
Use digital devices outside of school: Browsing the Internet for schoolwork [...]
Use digital devices outside of school: Browsing the Internet to follow up lessons, e.g. for finding explanations.
Use digital devices outside of school: Using email for communication with other students about schoolwork.
Use digital devices outside of school: Using email for communication with teachers and submission of homework or [...]
Use digital devices outside of school: Using Social Networks for communication with other students about schoolwork.
Use digital devices outside of school: Using Social Networks for communication with teachers [...]
Use digital devices outside of school: Downloading, uploading or browsing material from my school's website [...]
Use digital devices outside of school: Checking the school's website for announcements, e.g. absence of teachers.
Use digital devices outside of school: Doing homework on a computer.
Use digital devices outside of school: Doing homework on a mobile device.
Use digital devices outside of school: Using learning apps or learning websites on a computer.
Use digital devices outside of school: Using learning apps or learning websites on a mobile device.
Use digital devices at school: <Chatting on line> at school.
Use digital devices at school: Using email at school.
Use digital devices at school: Browsing the Internet for schoolwork.
Use digital devices at school: Downloading, uploading or browsing material from the school's website (e.g. <intranet>).
Use digital devices at school: Posting my work on the school's website.
Use digital devices at school: Playing simulations at school.
Use digital devices at school: Practicing and drilling, foreign language learning or math.
Use digital devices at school: Doing homework on a school computer.
Use digital devices at school: Using school computers for group work and communication with other students.
Use digital devices at school: Using learning apps or learning websites.
Agree: I forget about time when I'm using digital devices.
Agree: The Internet is a great resource for obtaining information I am interested in (e.g. news, sports, dictionary).
Agree: It is very useful to have Social Networks on the Internet.
Agree: I am really excited discovering new digital devices or applications.
Agree: I really feel bad if no Internet connection is possible.
Agree: I like using digital devices.
Agree: I feel comfortable using digital devices that I am less familiar with.
Agree: If my friends and relatives want to buy new digital devices or applications, I can give them advice.
Agree: I feel comfortable using my digital devices at home.
Agree: When I come across problems with digital devices, I think I can solve them.
Agree: If my friends and relatives have a problem with digital devices, I can help them.
Agree: If I need new software, I install it by myself.
Agree: I read information about digital devices to be independent.
Agree: I use digital devices as I want to use them.
Agree: If I have a problem with digital devices I start to solve it on my own.
Agree: If I need a new application, I choose it by myself.
Agree: To learn something new about digital devices, I like to talk about them with my friends.
Agree: I like to exchange solutions to problems with digital devices with others on the Internet.
Agree: I like to meet friends and play computer and video games with them.
Agree: I like to share information about digital devices with my friends.
Agree: I learn a lot about digital media by discussing with my friends and relatives.
Which of the following statements best describes how you read the news (e.g. politics, culture, sport, local news)?
Přesný věk žáka
Kód studijního programu
ISCED úroveň vzdělání
ISCED označení
ISCED zaměření
Mother’s Education (ISCED)
Father’s Education (ISCED)
Highest Education of parents (ISCED)
Index highest parental education in years of schooling
Mother’s Education - alternate definition (ISCED)
Father’s Education - alternate definition (ISCED)
Highest Education of parents - alternate definition (ISCED)
Index highest parental education (international years of schooling scale)
ISEI of mother
ISEI of father
Index highest parental occupational status
Language spoken with their mother for students who do not speak the test language at home
Language spoken with their father for students who do not speak the test language at home
Language spoken with their brother(s) and/or sister(s) for students who do not speak the test language at home
Language spoken with their best friend for students who do not speak the test language at home
Language spoken with their school mates for students who do not speak the test language at home
Index Immigration status
Duration in early childhood education and care
Grade Repetition
Student’s expected occupational status (SEI)
Learning time (minutes per week) - <Mathematics>
Learning time (minutes per week) - <test language>
Learning time (minutes per week) - <science>
Learning time (minutes per week) - in total
Familiarity with concepts of finance (Sum)
Number of school changes
Number of changes in educational biography (Sum)
Body mass index of student
Index of economic, social and cultural status
Meta-cognition: understanding and remembering
Meta-cognition: summarising
Meta-cognition: assess credibility
ICT available at home
ICT available at school
Home possessions (WLE)
Cultural possessions at home (WLE)
Home educational resources (WLE)
Family wealth (WLE)
ICT resources (WLE)
Disciplinary climate in test language lessons (WLE)
Teacher support in test language lessons (WLE)
Teacher-directed instruction (WLE)
Perceived feedback (WLE)
Parents' emotional support perceived by student (WLE)
Teacher's stimulation of reading engagement perceived by student (WLE)
Adaptation of instruction (WLE)
Perceived teacher's interest (WLE)
Joy/Like reading (WLE)
Self-concept of reading: Perception of competence (WLE)
Self-concept of reading: Perception of difficulty (WLE)
Perception of difficulty of the PISA test (WLE)
Perception of competitiveness at school (WLE)
Perception of cooperation at school (WLE)
Attitude towards school: learning activities (WLE)
Competitiveness (WLE)
Work mastery (WLE)
General fear of failure (WLE)
Eudaemonia: meaning in life (WLE)
Subjective well-being: Positive affect (WLE)
Resilience (WLE)
Mastery goal orientation (WLE)
Self-efficacy regarding global issues (WLE)
Student's awareness of global issues (WLE)
Student's attitudes towards immigrants (WLE)
Student's interest in learning about other cultures (WLE)
Perspective-taking (WLE)
Cognitive flexibility/adaptability (WLE)
Respect for people from other cultures (WLE)
Awareness of intercultural communication (WLE)
Global-mindedness (WLE)
Discriminating school climate (WLE)
Subjective well-being: Sense of belonging to school (WLE)
Student's experience of being bullied (WLE)
ICT use outside of school (leisure) (WLE)
Use of ICT outside of school (for school work activities) (WLE)
Use of ICT at school in general (WLE)
Interest in ICT (WLE)
Perceived ICT competence (WLE)
Perceived autonomy related to ICT use (WLE)
ICT as a topic in social interaction (WLE)
Subject-related ICT use during lessons (WLE)
Subject-related ICT use outside of lessons (WLE)
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT WEIGHT
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 1
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 2
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 3
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 4
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 5
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 6
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 7
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 8
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 9
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 10
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 11
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 12
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 13
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 14
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 15
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 16
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 17
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 18
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 19
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 20
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 21
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 22
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 23
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 24
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 25
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 26
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 27
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 28
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 29
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 30
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 31
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 32
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 33
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 34
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 35
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 36
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 37
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 38
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 39
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 40
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 41
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 42
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 43
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 44
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 45
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 46
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 47
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 48
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 49
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 50
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 51
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 52
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 53
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 54
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 55
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 56
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 57
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 58
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 59
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 60
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 61
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 62
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 63
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 64
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 65
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 66
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 67
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 68
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 69
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 70
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 71
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 72
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 73
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 74
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 75
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 76
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 77
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 78
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 79
FINAL TRIMMED NONRESPONSE ADJUSTED STUDENT REPLICATE BRR-FAY WEIGHTS 80
Plausible Value 1 in Mathematics
Plausible Value 2 in Mathematics
Plausible Value 3 in Mathematics
Plausible Value 4 in Mathematics
Plausible Value 5 in Mathematics
Plausible Value 6 in Mathematics
Plausible Value 7 in Mathematics
Plausible Value 8 in Mathematics
Plausible Value 9 in Mathematics
Plausible Value 10 in Mathematics
Plausible Value 1 in Reading
Plausible Value 2 in Reading
Plausible Value 3 in Reading
Plausible Value 4 in Reading
Plausible Value 5 in Reading
Plausible Value 6 in Reading
Plausible Value 7 in Reading
Plausible Value 8 in Reading
Plausible Value 9 in Reading
Plausible Value 10 in Reading
Plausible Value 1 in Science
Plausible Value 2 in Science
Plausible Value 3 in Science
Plausible Value 4 in Science
Plausible Value 5 in Science
Plausible Value 6 in Science
Plausible Value 7 in Science
Plausible Value 8 in Science
Plausible Value 9 in Science
Plausible Value 10 in Science
Plausible Value 1 in Global Competency
Plausible Value 2 in Global Competency
Plausible Value 3 in Global Competency
Plausible Value 4 in Global Competency
Plausible Value 5 in Global Competency
Plausible Value 6 in Global Competency
Plausible Value 7 in Global Competency
Plausible Value 8 in Global Competency
Plausible Value 9 in Global Competency
Plausible Value 10 in Global Competency
Plausible Value 1 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 2 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 3 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 4 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 5 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 6 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 7 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 8 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 9 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 10 in Cognitive Process Subscale of Reading - Locate Information
Plausible Value 1 in Cognitive Process Subscale of Reading - Understand
Plausible Value 2 in Cognitive Process Subscale of Reading - Understand
Plausible Value 3 in Cognitive Process Subscale of Reading - Understand
Plausible Value 4 in Cognitive Process Subscale of Reading - Understand
Plausible Value 5 in Cognitive Process Subscale of Reading - Understand
Plausible Value 6 in Cognitive Process Subscale of Reading - Understand
Plausible Value 7 in Cognitive Process Subscale of Reading - Understand
Plausible Value 8 in Cognitive Process Subscale of Reading - Understand
Plausible Value 9 in Cognitive Process Subscale of Reading - Understand
Plausible Value 10 in Cognitive Process Subscale of Reading - Understand
Plausible Value 1 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 2 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 3 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 4 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 5 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 6 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 7 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 8 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 9 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 10 in Cognitive Process Subscale of Reading - Evaluate and Reflect
Plausible Value 1 in Text Structure Subscale of Reading - Single
Plausible Value 2 in Text Structure Subscale of Reading - Single
Plausible Value 3 in Text Structure Subscale of Reading - Single
Plausible Value 4 in Text Structure Subscale of Reading - Single
Plausible Value 5 in Text Structure Subscale of Reading - Single
Plausible Value 6 in Text Structure Subscale of Reading - Single
Plausible Value 7 in Text Structure Subscale of Reading - Single
Plausible Value 8 in Text Structure Subscale of Reading - Single
Plausible Value 9 in Text Structure Subscale of Reading - Single
Plausible Value 10 in Text Structure Subscale of Reading - Single
Plausible Value 1 in Text Structure Subscale of Reading - Multiple
Plausible Value 2 in Text Structure Subscale of Reading - Multiple
Plausible Value 3 in Text Structure Subscale of Reading - Multiple
Plausible Value 4 in Text Structure Subscale of Reading - Multiple
Plausible Value 5 in Text Structure Subscale of Reading - Multiple
Plausible Value 6 in Text Structure Subscale of Reading - Multiple
Plausible Value 7 in Text Structure Subscale of Reading - Multiple
Plausible Value 8 in Text Structure Subscale of Reading - Multiple
Plausible Value 9 in Text Structure Subscale of Reading - Multiple
Plausible Value 10 in Text Structure Subscale of Reading - Multiple
What grade are you in? Grade
Student coded grade level (from ST001Q01TA)
Which one of the following programmes are you in?
Student coded school program (from ST002Q01TA)
On what date were you born? Year
Does your mother have this qualification? <ISCED level 6>
Does your mother have this qualification? <ISCED level 5A>
Does your mother have this qualification? <ISCED level 5B>
Does your mother have this qualification? <ISCED level 4>
What is the <highest level of schooling> completed by your mother? <ISCED level 3A>
What is the <highest level of schooling> completed by your mother? <ISCED level 3B, 3C>
What is the <highest level of schooling> completed by your mother? <ISCED level 2>
What is the <highest level of schooling> completed by your mother? <ISCED level 1>
What is the <highest level of schooling> completed by your mother? She did not complete <ISCED level 1>
Does your father have any of the following qualifications? <ISCED level 6>
Does your father have any of the following qualifications? <ISCED level 5A>
What is the <highest level of schooling> completed by your father? <ISCED level 3A>
What is the <highest level of schooling> completed by your father? <ISCED level 3B, 3C>
What is the <highest level of schooling> completed by your father? <ISCED level 2>
What is the <highest level of schooling> completed by your father? <ISCED level 1>
What is the <highest level of schooling> completed by your father? He did not complete <ISCED level 1>
What was your grade of these subjects at the end of the first semester? Mathematics
What was your grade of these subjects at the end of the first semester? Czech language
What was your grade of these subjects at the end of the first semester? Foreign language (the one you stady longer)
What was your grade of these subjects at the end of the first semester? Physics
What was your grade of these subjects at the end of the first semester? Chemistry
What was your grade of these subjects at the end of the first semester? Science (Biology)
What was your grade of these subjects at the end of the first semester? Geography
What is the size of the city you live in?
How many siblings do you have? Younger than you:
How many siblings do you have? Older than you:
How many siblings do you have? Your age:
Comparing to your classmates do you thing your parents provide you with the same things?