PISA 2018 RESULTS.

Preface
Foreword
Acknowledgements
Table of contents
Executive Summary
Reader’s Guide
What is PISA?
	What is unique about PISA?
	Which countries and economies participate in PISA?
	What does the test measure?
	How is the assessment conducted?
	Who are the PISA students?
	Where can you find the results?
Chapter 1- A framework for the analysis of school climate and student well‑being
	How PISA 2018 measures school climate
		Definition of school climate
		PISA 2018 indicators of school climate
	How PISA 2018 measures students’ well-being
		Definition of student well-being
		PISA 2018 indicators of student well-being
	References
Chapter 2 - Bullying
	The magnitude of the bullying problem across countries and schools
	Trends in students’ exposure to bullying at school
	What is the profile of students who were bullied at least a few times a month?
	How exposure to bullying is related to reading performance
	What do students think about bullying?
	How exposure to bullying is related to students’ attitudes towards bullying
	Do frequently bullied students report less well-being?
	How bullying is associated with school climate
	Note
	References
Chapter 3 - Disciplinary climate
	How the disciplinary climate varies across countries, schools and students
	Trends in disciplinary climate during language-of-instruction lessons
	How the disciplinary climate in language-of-instruction lessons is related to reading performance
	Relationship between disciplinary climate and reading performance by gender, socio‑economic status and immigrant background
	Comparing the disciplinary climate in gender-balanced and single-sex schools
	Notes
	References
Chapter 4 - Student truancy and lateness
	How student truancy and lateness vary across countries, schools and students
	Trends in student truancy and lateness
	How student truancy and lateness are related to reading performance
	How repeated truancy and lateness are related to reading performance
	Predicting student truancy
	References
Chapter 5 - Teacher enthusiasm
	How teacher enthusiasm varies across countries, schools and students
	How teacher enthusiasm is related to reading performance
	How teacher enthusiasm is related to student behaviour and motivation
	References
Chapter 6 - Teachers’ support and teaching practices
	How teacher support varies between countries, schools and students
	How teacher support is related to reading performance
	How is teacher support related to other teaching practices?
	How are teaching practices related to enjoyment of reading?
	Which teaching practices are more frequently used in the schools whose principals are most concerned about the quality of their teaching staff?
	References
Chapter 7 - Teacher behaviour and student learning
	How teacher behaviour hindering learning varies across countries and schools
	Trends in teacher behaviour hindering learning
	How teacher behaviour is related to reading performance
	Relationships between teacher behaviour hindering learning and parental involvement
	References
Chapter 8 - Student co-operation and competition
	How student co-operation and competition vary across countries, schools and students
	How student co-operation and competition are related to reading performance
	Do more-competitive students outperform less-competitive students?
	Peer competition and student outcomes: The role played by students’ attitudes towards competition and gender
	Note
	References
Chapter 9 - Sense of belonging at school
	How students’ sense of belonging varies across countries, schools and students
	Trends in students’ sense of belonging
	How students’ sense of belonging is related to reading performance
	Do 15-year-olds in co-operative or competitive schools report a greater sense of belonging?
	How students’ sense of belonging is related to students’ expectations of completing tertiary education
	Do grade repeaters report a weaker sense of belonging?
	References
Chapter 10 - Parental involvement in school activities
	How parental involvement in school activities varies across countries and schools
	Trends in parental involvement in school activities
	How parental involvement in school activities is related to reading performance
	What do parents cite as hindering their participation in school-related activities?
	What do parents look for in their child’s school?
	How do the parents of low-achieving and top-performing students view their child’s school?
	References
Chapter 11 - Students’ life satisfaction and meaning in life
	Students’ satisfaction with life across countries
	What is the profile of students who are satisfied with their lives?
	Trends in students’ level of life satisfaction
	Differences in students’ life satisfaction across schools
	How students’ life satisfaction is related to reading performance
	How students’ life satisfaction is associated with school climate
	Time spent on the Internet, attitudes towards the Internet and relationship with students’ life satisfaction
	How students’ sense of meaning in life varies across countries, schools and students
	How students’ sense of meaning in life is related to reading performance and students’ engagement at school
	Do students who are satisfied with their lives have a greater sense of meaning in life?
	Note
	References
Chapter 12 - Students’ feelings
	How students’ feelings vary across countries, schools and students
	How students’ feelings are related to reading performance
	How is Internet use outside of school related to students’ feelings?
	How important is life at school for students’ feelings?
	References
Chapter 13 - Students’ self-efficacy and fear of failure
	How students’ self-efficacy and fear of failure vary across countries, schools and students
	How students’ self-efficacy and fear of failure are related to reading performance
	Is fear of failure a better predictor of academic performance amongst girls than amongst boys?
	Are students who expressed a greater fear of failure less satisfied with their lives?
	Note
	References
Chapter 14 - Growth mindset
	How the belief in a growth mindset varies across countries, schools and students
	How a growth mindset is related to reading performance
	How does the relationships between growth mindset and reading performance vary across student characteristics?
	Do students with a growth mindset show positive attitudes?
	Are students who endorse a growth mindset more likely to expect to complete tertiary education than students holding a fixed mindset?
	Note
	References
Annex A - PISA 2018 technical background
	Annex A1 - Construction of indices
	Annex A2 - The PISA target population, the PISA samples and the definition of schools
		Notes
		References
	Annex A3 - Technical notes on analyses in this volume
	Annex A4 - Quality assurance
	Annex A5 - Interpreting the results by student and school characteristics
Annex B - PISA 2018 Data
	Annex B1 - Results for countries and economies
	Annex B2 - Results for regions within countries
	Annex B3 - PISA 2018 system-level indicators
Annex C - The development and implementation of PISA: A collaborative effort