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An IERI – International Educational Research Institute Journal

Table 1 Measures and its operationalisation

From: Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?

Measures

Abbreviation

No. of items

Operationalisation

Student engagement with and at schools

 Sense of belonging

BELONG

9

Students’ reports about their feeling of social connectedness, happiness, and satisfaction at school

 Attitudes towards learning outcomes

ATTSCHL

4

Students’ reports about the importance of school for their future

 Attitudes towards learning activities

ATTLNACT

4

Students’ reports about the importance of and pleasure they derive from working hard at school

Students’ drive and motivation

 Perseverance

PERSEV

5

Students’ responses about their willingness to work on problems that difficult, even when they encounter problems

 Openness to problem-solving

OPENPS

5

Students’ responses about their willingness to engage with problems

 Self-responsibility for failing in mathematics

FAILMAT

6

Students’ responses about whether they attribute failure in mathematics tests to themselves or to others

 Intrinsic motivation (indicated by mathematics interest)

INTMAT

4

Students’ responses about whether they enjoy mathematics and work hard in mathematics because they enjoy the subject

 Instrumental motivation

INSTMOT

4

Students’ responses about whether they believe mathematics is important for their future careers

Mathematics self-beliefs, dispositions, and participation in mathematics-related activities

 Mathematics self-efficacy

MATHEFF

8

Students’ responses about their perceived ability to solve a range of pure and applied mathematics problems

 Mathematics self-concept

SCMAT

5

Students’ responses about their perceived competence in mathematics

 Mathematics anxiety

ANXMAT

5

Students’ responses about feelings of stress and helplessness when dealing with mathematics

 Mathematics behaviour

MATHBEH

8

Students’ responses about their participation in a range of mathematics-related activities

  1. Source: OECD (2013, p. 39–110)