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LIST OF VARIABLES USED IN THE SURVEY
plus
THE QUESTIONS FROM THE SURVEY THAT CORRESPOND TO THE VARIABLES.

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Round 2 – Year 12 students

VARIABLE ABBREVIATIONS

 

NOTE: Variables 7, 9, 24 & 25 do not exist.

Numerical data entered directly by student (N).

Text data entered directly by student (T).

Numerical data derived by researcher from text data using Coding Instrument (C).

 

MORE DETAILED DESCRIPTIONS OF THE VARIABLES

AND

ADDITIONAL VARIABLES DERIVED FROM THE 

TEXT DATA ENTERED BY THE STUDENTS.

 

 

 

 

 

 

THE QUESTIONS AND REQUESTS FOR INFORMATION

AS PRINTED IN THE SURVEY.

 

 

 

 

 

 

 

Variables in SPSS file

Descriptions of variables in the SPSS file

Numerical variable names derived from the T variables in the SPSS file

(These variables also appear in the “Variables in SPSS file” list in column 3)

(Simple numerical data entry recorded from radio buttons, and

written information entered into text boxes later coded to numerical values.)

1

 

D_R

(Not a variable)

 

Blank

2

T

NAME2

Last name

 

Last name

3

T

NAME1

First name

 

First name

4

N

REF1

Reference 1 (Data matching)

 

Used for Data ID

5

N

YEARLEVL

Year 10, 11, 12

 

Year 10 or Year 12

6

T

SCHOOL

Name of school

SCHOOL_N

School name

8

N

TESTDAY

Day of week

 

Day of the week

10

N

TESTDATE

Date survey was completed

 

Calendar date

11

N

TESTMNTH 

Calendar month

 

Month of the year

12

N

TESTYEAR

Year survey was completed

 

The year the data was collected

13

N

POSTCODE

Post code

 

Post code

14

N

AGEYEARS

Age in years

 

Age in years

15

N

AGEMNTHS

Age in months

 

Age in months

16

N

GENDER

Gender

 

Gender

17

T

EXPECTED

Expected possible selves list

E_NUMBER   E_STRUCT   E_WORDNU

In the space below, please list as many as you can of the possible selves that you expect to become in the future (Not what you hope to become)

18

T

EXMIMPT

Most important expected possible self

E_ELABOR   E_DOMAIN   E_ASPIRE   E_RESPON

Please choose your most important expected possible self from your list above and write it again in the space below. This is the most important possible self that you expect to become in the future.

19

N

EXEFFORT

Effort made to achieve expected possible self

 

1. If you make a big effort, do you think you can make this possible self happen?

20

N

EXLIKELY

Likelihood of achieving that expected possible self

 

2. How likely is it that this possible self could happen to you?

21

N

EXYESNO

Action taken to achieve that expected possible self - Yes or no

 

3. Have you done anything to help you achieve this possible self?

22

T

EXDONE

Description of action taken to achieve expected possible self

E_ACTION

4. If you answered yes, describe what you have done to help you achieve this possible self.

23

T

HOPED 

Hoped-for possible selves list

H_NUMBER   H_STRUCT   H_WORDNU

In the space below, please list as many as you can of the hoped-for possible selves that you hope to become in the future.

26

T

HOMIMPT

Most important hoped-for possible self

H_ELABOR   H_DOMAIN   H_ASPIRE   H_RESPON

Please choose your most important hoped-for possible self from your list above and write it again in the space below. This is the one future self that you would very much like to become in the future.

27

N

HOEFFORT

Effort made to achieve hoped-for possible self

 

1. Do you feel you can make this possible self happen through your own effort?

28

N

HOLIKELY

Likelihood of achieving that hoped-for  possible self

 

2. How likely do you think this possible self is to happen?

29

N

HOYESNO

Action taken to achieve that hoped-for possible self - Yes or no

 

3. Have you done anything to help you achieve this possible self?

30

T

HODONE

Description of action taken to achieve hoped-for possible self

H_ACTION

4. If you answered yes, describe what you have done to help you achieve this possible self.

31

T

FEARED

Feared possible selves list

 

F_NUMBER   F_STRUCT   F_WORDNU

In the space below, please list the feared possible selves that you imagine you could become in the future.

32

T

FEMIMPT

Most important feared possible self

F_DOMAIN   F_ELABOR

Please choose your most important feared possible self from your list above and write it again in the space below. This is the future self that you would never want to become in the future.

33

N

FEEFFORT

Effort made to avoid feared possible self

 

1. Do you feel you can prevent this possible self from happening?

34

N

FELIKELY

Likelihood of avoiding that feared possible self

 

2. How likely do you think this possible self is to happen?

35

N

FEYESNO

Action taken to avoid that feared possible self - Yes or no

 

3. Have you done anything so far to help you avoid becoming this possible self?

36

T

FEDONE

Description of action taken to avoid feared possible self

F_ACTION

4. If you answered yes, describe what you have done to help you avoid becoming this possible self.

37

N

FILL1

A “filler” question

 

1. It is easy for me to relax.

38

N

PESS2

Pessimism scale

 

  2. It's best not to get my hopes too high because I will probably be disappointed.

39

N

OPT3

Optimism scale

 

3. In uncertain times I expect the best.

40

N

PESS4

Pessimism scale

 

4. Rarely do I expect good things to happen.

41

N

PESS5

Pessimism scale

 

5. If something can go wrong for me it will.

42

N

OPT6

Optimism scale

 

6. I always look on the bright side of things.

43

N

FILL7

A “filler” question

 

7. I enjoy my friends a lot.

44

N

OPT8

Optimism scale

 

8. I'm always optimistic about my future.

45

N

FILL9

A “filler” question

 

9. It's important for me to keep busy.

46

N

PESS10 

Pessimism scale

 

10. I hardly ever expect things to go my way.

47

N

OPT11

Optimism scale

 

11. When I undertake something new, I expect to succeed.

48

N

PESS12

Pessimism scale

 

12. Things never work out the way I want them to.

49

N

FILL13

A “filler” question

 

13. I don't get upset very easily.

50

N

PESS14

Pessimism scale

 

14. If I make a decision on my own, I can pretty much count on the fact that it will turn out to be a poor one.

51

N

FILL15

A “filler” question

 

15. Where there is a will, there is a way.

52

N

PESS16

Pessimism scale

 

16. I rarely count on good things happening to me.

53

N

FILL17

A “filler” question

 

17. I like heavy metal music better than pop music.

54

N

PESS18

Pessimism scale

 

18. It's better to expect defeat then it doesn't hit so hard when it comes.

55

N

OPT19

Optimism scale

 

19. In general, things turn out all right in the end.

56

N

PESS20

Pessimism scale

 

20. Give me 50/50 odds and I will choose the wrong answer every time.

57

N

JAZZ

Music preferences

 

How do you feel about the following types of music - Jazz?

58

N

CHRISTN

Music preferences

 

How do you feel about the following types of music - Christian?

59

N

HEAVYM

Music preferences

 

How do you feel about the following types of music – Heavy metal?

60

N

OPERA

Music preferences

 

How do you feel about the following types of music - Opera?

61

N

COUNTRY

Music preferences

 

How do you feel about the following types of music - Country?

62

N

ROCK

Music preferences

 

How do you feel about the following types of music - Rock?

63

N

CLASSICL

Music preferences

 

How do you feel about the following types of music Classical?

64

N

ESTEEM1

Self-esteem scale (Ros’bg)

 

1. I feel that I'm a person of worth, at least on an equal plane with others.

65

N

ESTEEM2

Self-esteem scale (Ros’bg)

 

2. I feel that I have a number of good qualities.

66

N

ESTEEM3

Self-esteem scale (Ros’bg)

 

3. I am able to do things as well as most other people.

67

N

ESTEEM4

Self-esteem scale (Ros’bg)

 

4. I feel I do not have much to be proud of.

68

N

ESTEEM5

Self-esteem scale (Ros’bg)

 

5. I take a positive attitude towards myself.

69

N

ESTEEM6

Self-esteem scale (Ros’bg)

 

6. I think I am no good at all.

70

N

ESTEEM7

Self-esteem scale (Ros’bg)

 

7. I am a useful person to have around.

71

N

ESTEEM8

Self-esteem scale (Ros’bg)

 

8. I feel that I can't do anything right.

72

N

ESTEEM9

Self-esteem scale (Ros’bg)

 

9. When I do a job, I do it well.

73

N

ESTEEM10

Self-esteem scale (Ros’bg)

 

10. I feel that my life is not very useful.

74

N

WORTH1

School work is worthwhile

 

1. I always try to pay attention in class.

75

N

WORTH2

School work is worthwhile

 

2. I always try to get to school on time.

76

N

WORTH3

School work is worthwhile

 

3. Sometimes I'm sorry I have to leave school and go home.

77

N

FILLER4

A “filler” question

 

4. I like all or most of my teachers at high school.

78

N

FILLER5

A “filler” question

 

5. I think all or most of my teachers like me.

79

N

FILLER6

A “filler” question

 

6. I like working with most of the students in my classes at school.

80

N

FILLER7

A “filler” question

 

7. I think most students in my classes like to work with me.

81

N

WORTH8

School work is worthwhile

 

8. I usually try to listen to the teacher when I'm in a class at school.

82

N

WORTH9

School work is worthwhile

 

9. I almost never cause a disruption in my classes.

83

N

WORTH10

School work is worthwhile

 

10. If other students upset the teacher, I try to keep doing my work.

84

N

PERSIS11

Persistence at a task

 

11. I like to keep working at an assignment or class exercise until it is finished.

85

N

PERSIS12

Persistence at a task

 

12. I ask the teacher for help if I'm not sure what to do.

86

N

PERSIS13

Persistence at a task

 

13. I don't mind doing homework each night.

87

N

PERSIS14

Persistence at a task

 

14. I start work on my homework as soon as I can each night.

88

N

PERSIS15

Persistence at a task

 

15. I always try to finish my homework before going to bed.

89

N

PERSIS16

Persistence at a task

 

16. I like to finish everything I start - not just schoolwork.

90

N

FILLER17

A “filler” question

 

17. I usually watch too much TV and don't get all my homework finished.

91

N

GIFTED18

Attitude to giftedness

 

18. I sometimes don't work as hard as I should at school because I worry about what others think of me.

92

N

FILLER19

A “filler” question

 

19. I work hard to please my parents.

93

N

PERSIS20

Persistence at a task

 

20. I won't let anything stop me from becoming successful.

94

N

PERSIS21

Persistence at a task

 

21. I will stay at school until I complete year 12.

95

T

PARENT

Task persistence support - parents

P_ENCOUR

Who encourages you to do well at school? 1. Parents.

96

T

ADULT

Task persistence support – other adults

A_ENCOUR

Who encourages you to do well at school? 2. Other adults you know.

97

T

TEACHER

Task persistence support - teachers

T_ENCOUR

Who encourages you to do well at school? 3. Teachers at school.

98

T

FRIEND

Task persistence support – school friends

F_ENCOUR

Who encourages you to do well at school? 4. School friends.

99

T

SELF

Task persistence support – self talk

S_ENCOUR

Who encourages you to do well at school? 5. You.

100

 

FINDER_A

Used for data matching

 

Used for sorting and finding data in Filemaker.

101

 

FINDER_B

Used for data matching

 

Used for sorting and finding data in Filemaker.

102

 

FINDER_C

Used for data matching

 

Used for sorting and finding data in Filemaker.

103

 

FINDER_D

Used for data matching

 

Used for sorting and finding data in Filemaker.

104

 

FINDER_E

Used for data matching

 

Used for sorting and finding data in Filemaker.

105

 

FINDER_F

Used for data matching

 

Used for sorting and finding data in Filemaker.

106

 

FINDER_G

Used for data matching

 

Used for sorting and finding data in Filemaker.

107

 

FINDER_H

Used for data matching

 

Used for sorting and finding data in Filemaker.

108

N

INTELL5

Incremental or entity intelligence

 

22. You have a certain amount of intelligence, and you really can't do much to change it.

109

N

INTELL6

Incremental or entity intelligence

 

23. Your intelligence is something about you that you can't change very much.

110

N

INTELL7

Incremental or entity intelligence

 

24. You can learn new things, but you can't really change your basic intelligence.

111

N

INTELL8

Incremental or entity intelligence

 

25. No matter who you are, you can change your intelligence a lot.

112

N

INTELL9

Incremental or entity intelligence

 

26. You can always greatly change how intelligent you are.

113

N

INTELL10

Incremental or entity intelligence

 

27. No matter how much intelligence you have, you can always change it quite a bit.

114

N

INTELL11

Incremental or entity intelligence

 

28. Choose the sentence that describes how you feel about your intelligence.

115

N

INTELL12

Incremental or entity intelligence

 

Now show how true the statement you chose is for you.

116

N

INTELL13

Incremental or entity intelligence

 

29. Check the sentence that is most true for you.

117

N

INTELL14

Incremental or entity intelligence

 

Now show how true the statement you chose is for you.

118

N

INTELL15

Incremental or entity intelligence

 

30. Check the sentence that is most true for you.

119

N

INTELL16

Incremental or entity intelligence

 

Now show how true the statement you chose is for you.

120

T

WORRIES

Worries current at the time of the survey

WORRTYPE   NPERSVOL   PERSVOL   W_INTENS

28. What worries you most now or in your future?

121

N

INTELL1

Incremental or entity intelligence

 

29. If I knew I wasn't going to do well at a task, I probably wouldn't do it even if I might learn a lot from it.

122

N

INTELL2

Incremental or entity intelligence

 

30. Although I hate to admit it, I sometimes would rather do well in a class than learn a lot.

123

N

INTELL3

Incremental or entity intelligence

 

31. It's much more important for me to learn things in my classes than it is to get the best grades.

124

N

INTELL4

Incremental or entity intelligence

 

32. If I had to choose between getting a good grade and being challenged in class, I would choose ...

125

N

CHOICE

A report of current thinking

 

Are you thinking of leaving school before the end of year 12?

126

N

LEAVING

A report of current thinking

 

(Numerical value coded from text response) (Has it?)

127

N

STAYING

A report of current thinking

 

(Numerical value coded from text response) (Has it?)

128

 

NAME3

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

129

 

NAME4

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

130

 

NAME5

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

131

 

NAME6

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

132

 

NAME7

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

133

 

NAME8

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

134

 

NAME9

Data matching variable

 

(Text entry of name on various pages of the questionnaires – for matching of data)

135

C

F_NUMBER

Number of feared selves reported in the list

 

(Numerical value coded from text response)

136

C

F_DOMAIN

Categories of written future fears

 

(Numerical value coded from text response)

137

C

F_ELABOR

How they described their fears

 

(Numerical value coded from text response)

138

C

F_ACTION

Personal action taken to avoid the future fear

 

(Numerical value coded from text response)

139

C

F_STRUCT

Word structure used when the fears were described

 

(Numerical value coded from text response)

140

C

F_WORDNU

How many words were used to describe the fears

 

(Numerical value coded from text response)

141

C

E_NUMBER

Number of expected selves reported in the list

 

(Numerical value coded from text response)

142

C

E_DOMAIN

Categories of written future expectations

 

(Numerical value coded from text response)

143

C

E_ELABOR

How they described their expectations

 

(Numerical value coded from text response)

144

C

E_ACTION

Personal action taken to reach the future expectation

 

(Numerical value coded from text response)

145

C

E_STRUCT

Word structure used when the expectations were described

 

(Numerical value coded from text response)

146

C

E_WORDNU

How many words were used to describe the expectations.

 

(Numerical value coded from text response)

147

C

H_NUMBER

Number of hoped-for selves reported in the list

 

(Numerical value coded from text response)

148

C

H_DOMAIN

Categories of written future hopes

 

(Numerical value coded from text response)

149

C

H_ELABOR

How they described their hopes

 

(Numerical value coded from text response)

150

C

H_ACTION

Personal action taken to reach the future hopes

 

(Numerical value coded from text response)

151

C

H_STRUCT

Word structure used when the hopes were described

 

(Numerical value coded from text response)

152

C

H_WORDNU

How many words were used to describe the hopes.

 

(Numerical value coded from text response)

153

C

E_ASPIRE

Expected vocational and career future selves

 

(Numerical value coded from text response)

154

C

H_ASPIRE

Hoped-for vocational and career future selves

 

(Numerical value coded from text response)

155

C

E_RESPON

Expected future level of responsibility after study

 

(Numerical value coded from text response)

156

C

H_RESPON

Hoped-for future level of responsibility after study

 

(Numerical value coded from text response)

157

C

WORRTYPE

The general nature of written worries

 

(Numerical value coded from text response)

158

C

NPERSVOL

The number of non-personal worries

 

(Numerical value coded from text response)

159

C

PERSVOL

The number of personal worries

 

(Numerical value coded from text response)

160

C

W_INTENS

Specific nature of personal worries

 

(Numerical value coded from text response)

161

C

P_ENCOUR

The type of encouragement received from parents

 

(Numerical value coded from text response)

162

C

A_ENCOUR

The type of encouragement received from other adults

 

(Numerical value coded from text response)

163

C

T_ENCOUR

The type of encouragement received from teachers

 

(Numerical value coded from text response)

164

C

F_ENCOUR

The type of encouragement received from friends

 

(Numerical value coded from text response)

165

C

S_ENCOUR

The type of encouragement received from self-talk

 

(Numerical value coded from text response)

166

C

L_REASON

Reason for leaving

 

(Numerical value coded from text response)

167

C

S_REASON

Reason for staying

 

(Numerical value coded from text response)

168

C

INTELDEF

(Not coded to a numerical variable – but could be)

 

I define intelligence as:   (text response)

169

N

EFFORTP

Percentage effort

 

If intelligence is effort plus ability, what percentage (%) would you place in each of the boxes below?

170

N

ABILITYP

Percentage ability

 

If intelligence is effort plus ability, what percentage (%) would you place in each of the boxes below?

171

 

DEFINED

(Not coded to a numerical variable)

 

I define intelligence as:  (Numerical value coded from text response)

172

N

SCHOOL_N

Number assigned to school

(Associated with  SCHOOL  at the beginning of the list)

(Numerical value coded from text response)

173

N

TOTMNTHS

Total age in months

(Associated with  AGEYEARS  and  AGEMNTHS  at the beginning of the list)

(Numerical value coded from text response)

 

 

 

 

 

 

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