PISA PISA 2012 Results : Ready to Learn (Volume III).

Foreword
 Acknowledgements
 Table of Contents
 Executive Summary
 Reader\'s Guide
 What is PISA?
 Who are the PISA students?
 What kinds of results does the test provide?
 Where can you find the results?
 References
 Chapter 1 --
What it Takes to Learn
 A comprehensive approach to measuring educational success among15-year-olds
 The economic and social dynamics shaping the need to prepare students for lifelong learning
 Structure of the volume
 Notes
 References
 Chapter 2 --
Engagement with and at school
 Lack of punctuality: arriving late for school. Absenteeism: skipping classes or days of schoolSense of belonging
 Attitudes towards school
 Do differences in the relationship between dispositions, behaviours and self-beliefs and performance among thehighest-achieving and lowest-achieving students reflect the influence of other factors?
 Notes
 References
 Chapter 3 --
Students\' Drive and Motivation
 Perseverance
 Openness to problem solving
 Locus of control
 Perceived self-responsibility for failing in mathematics
 Perceived control of success in mathematics and at school
 Motivation to learn mathematics. Intrinsic motivation to learn mathematicsInstrumental motivation to learn mathematics
 The role of gender and socio-economic differences in the relationship between students\' drive and motivation and performance
 Notes
 References
 Chapter 4 --
Mathematics Self-Beliefs and Participation in Mathematics-Related Activities
 Mathematics self-efficacy
 Mathematics self-concept
 Mathematics anxiety
 Participation in mathematics activities, mathematics intentions and norms
 The role of gender and socio-economic differences in the relationship between dispositions towards mathematics and performance. NotesReferences
 Chapter 5 --
The Role of Teachers and Schools in Shaping Students\' Engagement, Drive and Self-Beliefs
 The association between school climate and dispositions to learn
 The role of social comparisons
 The relationship between what happens in the classroom and student engagement, drive and motivation, and mathematics self-beliefs
 Experience with pure and applied mathematics
 Students\' drive, motivation and self-beliefs and school practices: teacher behaviour in class and school climate. Trends in the relationship between students\' engagement, motivation and dispositions and the schools they attendNotes
 References
 Chapter 6 --
The Role of Families in Shaping Students\' Engagement, Drive and Self-Beliefs
 The home environment and parental behaviour
 Parents\' circumstances
 Parental expectations and dispositions
 Notes
 References
 Chapter 7 --
Gender and Socio-Economic Disparities in Students\' Engagement, Drive and Self-Beliefs
 Disparities in engagement with and at school, drive and self-beliefs amongstudents who perform at the same level.