An IERI – International Educational Research Institute Journal
Name of variable | Name of noncognitive scale (associated questionnaire) | Items used to create variable | Variable construction method |
---|---|---|---|
Level-1 (student level) | |||
 Socioeconomic status of students (SES) | Home resources for learning (student and home) | Number of books in the home (student) Choices: 0–10, 11–25, 26–100, 101–200, more than 200 Number of home study supports (student) Choices: none, internet connection or own room, both Number of children’s book in the home Choices: 0–10, 11–25, 26–50, 51–100, more than 100 Highest level of education of either parent Choices: finished some primary or lower secondary or did not go to school, finished lower secondary, finished upper secondary, finished post-secondary education, finished university or higher Highest level of occupation of either parent Choices: has never worked outside home for pay, general laborer, or semi-professional, clerical, small business owner, professional | Continuous variable created by partial credit model |
 Student engagement in mathematics instructions (engage) | Students’ views on engaging teaching in Mathematics lessons (student) | I know what my teacher expects me to do My teacher is easy to understand I am interested in what my teacher says My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining mathematics My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me to do better when I make a mistake My teacher listens to what I have to say Choices: agree a lot, agree a little, disagree a little, disagree a lot | Continuous variable created by partial credit model |
 Early literacy and numeracy activities before elementary school (litnum) | Early literacy and numeracy activities before beginning primary school (home) | Read books Tell stories Sing songs Play with alphabet toys (e.g., blocks with letters of the alphabet) Talk about things you had done Talk about what you had read Play word games Write letters or words Read aloud signs and labels Say counting rhymes or sing counting songs Play with number toys (e.g., blocks with numbers) Count different things Play games involving shapes (e.g., shape sorting toys, puzzles) Play with building blocks and construction toys Play board or card games Write numbers Choices: often, sometimes, never or almost never | Continuous variable created by partial credit model |
 Intrinsic motivation for mathematics (liking) | Students like learning mathematics (student) | I enjoy learning mathematics Mathematics is boring* I learn many interesting things in mathematics I like mathematics I like any schoolwork that involves numbers I like to solve mathematics problems I look forward to mathematics lessons Mathematics is one of my favorite subjects *Reverse coded Choices: agree a lot, agree a little, disagree a little, disagree a lot | Continuous variable created by partial credit model |
 Preschool education (preschool) | Students attended preprimary education (home) | Did your child attend pre-primary education program including kindergarten for children age 3 or older? Approximately, how long was your child in these programs altogether? | dichotomous variable 1 = Yes, if at least attended one year 0 = No |
Level-2 (school level) | |||
 Socioeconomic status of schools (m_ses) | Home resources for learning (student and home) | Items given above | Aggregated to the school level |
 Instruction quality (instruction) | Students’ views on engaging teaching in Mathematics lessons (student) | Items given above | Aggregated to the school level |
 School readiness for learning (readiness) | Could do literacy and numeracy tasks when beginning primary school (home) | How well could your child do the following when he/she began the first grade of primary/elementary school? Recognize most of the letters of the alphabet Read some words Read sentences Read a story Write letters of the alphabet Write some words Choices: very well, moderately well, not very well, not at all Could your child do the following when he/she began the first grade of primary/elementary school? Count by himself/herself Recognize written numbers Write numbers Choices: up to 100 or higher, up to 20, up to 10, not at all Could your child do the following when he/she began the first grade of primary/elementary school? Do simple addition Do simple subtraction Choices: yes, no | Continuous variable created by partial credit model and aggregated to the school level |
 School conditions and resources (conditions) | Problems with school conditions and resources (teacher) | The school building need significant repair Teachers do not have adequate workspace(e.g., for preparation, collaboration, or meeting with students) Teachers do not have adequate instructional materials and supplies The school classrooms are not cleaned often enough The school classrooms need maintenance work Teachers do not have adequate technological resources Teachers do not have adequate support for using technology Choices: not a problem, minor problem, moderate problem, serious problem | Continuous variable created by partial credit model |
 School Emphasis On Academic Success (Emphasis) | School emphasis on academic success (principal) | Teachers understanding of the school’s curricular goals Teachers’ degree of success in implementing the school curriculum Teachers’ expectation for student achievement Teachers working together to improve student achievement Teachers ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in the school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel in school Choices: very high, high, medium, low, very low | Continuous variable created by partial credit model |
 Safe and orderly school environment (safe) | Safe and orderly school (teacher) | This school is located in a safe neighborhood I feel safe at this school This school’s security policies and practices are sufficient The students behave in an orderly manner The students are respectful of the teachers The students respect school property This school has clear rules about student conduct This school’s rules are enforced in a fair and consistent manner Choices: agree a lot, agree a little, disagree a little, disagree a lot | Continuous variable created by partial credit model |