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dauerhaft abrufbar über die DOI:
10.7477/150:162:1
[Skalendokumentation]

Questionnaire survey (Questionnaire scales): Chapter 05 - Social Background (PISA 2015)

This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Social Background": Assessing and measuring students? social background characteristics and relating their background data to achievement is pervasive in international large-scale assessments (ILSAs). Our review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, we provide a brief overview of theoretical concepts, contrasting unidimensional and multidimensional views. We discuss the variety of measures of SES that researchers use in their studies, highlighting the lack of consensus on their conceptual meaning and measurement. We then outline how key indicators of SES (e.g., parental occupation, parental education, parental income) are assessed in ILSAs. This is followed by a section on the quality of students? reports of parent?s SES characteristics. With regard to cultural and social capital we discuss the mechanisms that underlie the relationship between social background and students? achievement. In addition, we give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social background characteristics in ILSA are discussed, and recommendations are offered. Some of these background characteristics were tested in the PISA 2015 field trial.    less

  Survey information

StudyPISA 2015 - Programme for International Student Assessment - Field Trial

LeaderKlieme, Eckhard; Kuger, Susanne; Jude, Nina

Persistent IdentifierDOI: 10.7477/150:162:1

CitationWatermann, R.; Maaz, K.; Bayer, S.; Roczen, N. (2016). Programme for International Student Assessment (2015) - Fragebogenerhebung Chapter 05 - Social Background (PISA 2015) [Skalenkollektion: Version 1.0]. Datenerhebung 2014. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/150:162:1

Time Period of Data Collection2014

Collection coverage (Geographic)Albania; Algeria; Argentina; Australia; Austria; Belgium; Brazil; Bulgaria; Canada; Chile; People's Republic of China; Chinese Taipei; Colombia; Costa Rica; Croatia; Czech Republic; Denmark; Dominican Republic; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Georgia; Germany; Greece; Hong Kong- China; Hungary; Iceland; Indonesia; Ireland; Israel; Italy; Japan; Jordan; Kazakhstan; Korea; Kosovo; Latvia; Lebanon; Lithuania; Luxembourg; Macao-China; Malaysia; Malta; Mexico; Moldova; Montenegro; Netherlands; New Zealand; Norway; Peru; Poland; Portugal; Qatar; Romania; Russian Federation; Singapore; Slovak Republic; Slovenia; Spain; Sweden; Switzerland; Thailand; Trinidad and Tobago; Tunisia; Turkey; United Arab Emirates; United Kingdom; United States of America; Uruguay; Vietnam

Collection modeSelf-administered Questionnaire: Paper
Self-administered Questionnaire: CASI (Computer Assisted Self-Interview)

Specification of Survey UnitsStudent, Principal

Resource type Questionnaire scales
(Fragebogenskalen)

language(s)Multilingual

AvailabilityDie Skalendokumentation ist frei verfügbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.

Archiving research data centreResearch Data Centre for Education (FDZ Bildung)

CopyrightWatermann, Rainer
Maaz, Kai
Bayer, Sonja
Roczen, Nina

Publication date2016-12-06

Surveys of this studyQuestionnaire survey (Questionnaire scales): Chapter 04 - Field Trial (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 18 - Teacher Qualifications and Professional Knowledge (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 17 - Science Teaching and Learning in Schools (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 16 - Curriculum and Learning Time in International School Achievement Studies (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 15 - Building More Effective Education Systems (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 13 - ICT Engagement in Learning Environments (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 11 - Dispositions for Collaborative Problem Solving (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 10 - General Noncognitive Outcomes (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 08 - Parental Support and Involvement in School (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 07 - Early Childhood Learning Experiences (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 06 - Ethnicity and Migration (PISA 2015)
Questionnaire survey (Questionnaire scales): Chapter 19 - Assessment and Evaluation in Educational Contexts (PISA 2015)

  Scales

Scales by construct

Individueller Hintergrund
 Bildungsbiografie
  1. Educational programme (Student)
  2. Grade (Student)
 Migrationshintergrund
  1. Migration background: Age at immigration - version A (Student)
  2. Migration background: Age at immigration - version B (Student)
  3. Migration background: Country of birth (Student)
  4. Migration background: Language at home (Student)
 Kulturelles Kapital
  1. Cultural activities (Student)
  2. Funding of cultural activities (Student)
  3. Home possessions-existence (Student)
  4. Home possessions-number (Student)
  5. Number of books (Student)
 Individuelle Merkmale
  1. Date of birth (Student)
  2. Gender (Student)
 Familiärer Hintergrund
  1. Cultural activities (Student)
  2. Employee or self-employed - mother (Student)
  3. Employee or self-employed – father (Student)
  4. Father’s employment status (Student)
  5. Father’s profession (Student)
  6. Father’s school education (Student)
  7. Father’s tertiary education (Student)
  8. Funding for educational expenses (Student)
  9. Funding of cultural activities (Student)
  10. Home possessions-existence (Student)
  11. Home possessions-number (Student)
  12. Household members (Student)
  13. How many employees at workplace - father (Student)
  14. How many employees at workplace - mother (Student)
  15. How many people does he/she employ? - father (Student)
  16. How many people does he/she employ? - mother (Student)
  17. Mother’s employment status (Student)
  18. Mother’s profession (Student)
  19. Mother’s school education (Student)
  20. Mother’s tertiary education (Student)
  21. Number of books (Student)
  22. Parental occupation, ISCO 8 (Student)
  23. Responsibility for supervising employees - father (Student)
  24. Responsibility for supervising employees - mother (Student)
  25. Self-employed on one’s own or with employees - mother (Student)
  26. Self-employed on one’s own or with employees – father (Student)
  27. Vacation activities (Student)
  28. Vacation activities – reasons (Student)
 Elterliches Erziehungshandeln
  1. Communication with parents (Student)
Institutioneller Hintergrund
 Ausstattung der Schule
  1. Support equipment (Principal)
 Organisation des Schulbetriebs
  1. Students' lunch (Principal)
  2. Support equipment (Principal)
 Organisation des Lehrbetriebs
  1. Refunding of additional [test language] instruction (Student)
  2. Refunding of additional mathematics instruction (Student)
  3. Refunding of additional science instruction (Student)
 Organisation des Ganztagsbetriebs
  1. Students' lunch (Principal)
 Zusammensetzung der Schülerschaft
  1. Gender (Student)

Erhebungsschwerpunkte auf einen Blick (Skalen nach Konstrukt)

Individueller Hintergrund

Berufliche Situation Bildungsbiografie Selbstbezogene Einstellungen Lern- und leistungsbezogene Einstellungen Schulbezogene Einstellungen und Verhaltensweisen Politische und soziale Einstellungen Migrationshintergrund Kulturelles Kapital Individuelle Merkmale Familiärer Hintergrund Professionelles Selbstverständnis Fachlich-pädagogisches Wissen Berufserfahrung Ausbildung Private ICT-Nutzung TV und Medien Konsum Lese- und Schreibgewohnheiten Freizeitaktivitäten und Peergruppe Wahrnehmung der Schule als Lernort Häusliche Lernunterstützung Nachhilfeunterricht Elterliches Erziehungshandeln Elterliche Bildungsaspiration Elterliches Fachwissen und Weltbilder

Institutioneller Hintergrund

Ausstattung der Schule Standort der Schule Organisation des Schulbetriebs Organisation des Lehrbetriebs Organisation des Ganztagsbetriebs Schulische ICT Nutzung Lerngelegenheiten Zusammensetzung der Schülerschaft Zusammensetzung des Kollegiums

Prozesse auf Schulebene

Schulleitungshandeln Kollegialität Elternarbeit Schulinterne Kooperation Schulexterne Kooperation Programmatische Entwicklungsarbeit Evaluation und Leistungsmessung Maßnahmen der Qualitätsentwicklung Wahrnehmung der Schule als Lebensort Soziales Klima Deviantes Verhalten Partizipatives Schulklima

Lehr-Lernarrangements

Lernklima Klassenklima Qualität von Ganztagsangeboten Angebotsklima Fachliche Unterstützung / individuelle Förderung Einsatz und Variation verschiedener Unterrichtsmethoden Klarheit und Strukturiertheit Kognitive Aktivierung Umgang mit Hausaufgaben Effektive Zeitnutzung / Disziplin im Unterricht Leistungsbeurteilung / Diagnostische Kompetenz Schülerorientierung / Soziale Unterstützung Bezugsnormorientierung Unterrichtsvorbereitung und Unterrichtsinhalte

Schulische Wirkungen

Kognitive Lernergebnisse Metakognitive Lernergebnisse Selbstbezogene Einstellungen (Lernergebnis) Lern- und leistungsbezogene Einstellungen (Lernergebnis) Politische und soziale Einstellungen (Lernergebnis) Schulbezogene Einstellungen und Verhaltensweisen (Lernergebnis)

Downloads and Links
dauerhaft abrufbar über die DOI:
10.7477/150:162:1
[Skalendokumentation]


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