An IEA-ETS Research Institute Journal
Table 3 Variable/construct allocations to each set
From: On the use of rotated context questionnaires in conjunction with multilevel item response models
Variable set 1.1 | Variable set 1.2 | Variable set 2.1 | Variable set 2.2 | ||||
|---|---|---|---|---|---|---|---|
Database variable name | Variable/construct description | Database variable name | Variable/construct description | Database variable name | Variable/construct description | Database variable name | Variable/construct description |
CARINFO | Student information on science-related careers | ENVOPT | Environmental optimism | CARINFO | Student information on science-related careers | GENSCIE | General value of science |
CARPREP | School preparation for science-related careers | ENVPERC | Perception of environmental issues | CARPREP | School preparation for science-related careers | INTSCIE | General interest in learning science |
ENVAWARE | Awareness of environmental issues | GENSCIE | General value of science | INSTSCIE | Instrumental motivation in science | JOYSCIE | Enjoyment of science |
HIGHCONF | Self-confidence in ICT high- level tasks | INTCONF | Self-confidence in ICT internet tasks | ENVOPT | Environmental optimism | PERSCIE | Personal value of science |
INSTSCIE | Instrumental motivation in science | INTSCIE | General interest in learning science | ENVPERC | Perception of environmental issues | SCIEACT | Science activities |
JOYSCIE | Enjoyment of science | INTUSE | ICT internet/ entertainment use | SCHANDS | Science teaching: hands-on activities | SCIEEFF | Science self-efficacy |
PRGUSE | ICT program/ software use | PERSCIE | Personal value of science | SCINTACT | Science teaching: interaction | SCIEFUT | Future-oriented science motivation |
SCIEFUT | Future-oriented science motivation | RESPDEV | Responsibility for sustainable development | SCINVEST | Science teaching: student investigations | SCSCIE | Science self-concept |
SCINTACT | Science teaching: interaction | SCAPPLY | Science teaching: focus on applications or models | SCAPPLY | Science teaching: focus on applications or models | ENVAWARE | Awareness of environmental issues |
SCINVEST | Science teaching: student investigations | SCHANDS | Science teaching: hands-on activities | HIGHCONF | Self-confidence in ICT high-level tasks | RESPDEV | Responsibility for sustainable development |
SCSCIE | Science self-concept | SCIEACT | Science activities | INTUSE | ICT internet/entertainment use | INTCONF | Self-confidence in ICT internet tasks |
| Â | Â | SCIEEFF | Science self-efficacy | PRGUSE | ICT program/software use | Â | Â |