An IERI – International Educational Research Institute Journal
Table 1 Two-form design for PISA 2006 simulation study based on Adams et al. (2013)
Questionnaire form 1 | Questionnaire form 2 | ||
|---|---|---|---|
Common block | |||
Scale name | Scale description | ||
PROGN | Country study program | ||
GRADE | Grade | ||
AGE | Age of the student | ||
GENDER | Gender | ||
BMMJ | Occupation of mother | ||
BFMJ | Occupation of father | ||
BSMJ | Occupation of self at 30 | ||
MISCEDN | Educational level of mother | ||
FISCED | Educational level of father | ||
IMMIG | Immigration status | ||
LANG | Language at home | ||
DEFFORT | Difference in effort | ||
CULTPOSS | Classic literature, books of poetry, works of art | ||
HEDRES | Study desk, quiet place to study, computer for school work, educational software, own calculator, books to help with school work, dictionary | ||
WEALTH | Own room, internet link, dishwasher, DVD/VCR, three country-specific wealth items, number of cellphones, TVs, computers, cars | ||
Block 1 | Block 2 | ||
|---|---|---|---|
Scale name | Scale description | Scale name | Scale description |
CARINFO | Student information on science-related careers | ENVOPT | Environmental optimism |
CARPREP | School preparation for science-related careers | ENVPERC | Perception of environmental issues |
ENVAWARE | Awareness of environmental issues | GENSCIE | General value of science |
INSTSCIE | Instrumental motivation in science | INTSCIE | General interest in learning science |
JOYSCIE | Enjoyment of science | PERSIE | Personal value of science |
SCIEFUT | Future-oriented science motivation | RESPDEV | Responsibility for sustainable development |
SCINTACT | Science teaching: interaction | SCAPPLY | Science teaching: focus on applications or models |
SCINVEST | Science teaching: student investigations | SCHANDS | Science teaching: hands-on activities |
SCSCIE | Science self-concept | SCIEACT | Science activities |
SCIEEFF | Science self-efficacy | ||