|
Round 1 – Year 10/11 students
Round 2 – Year 12 students
VARIABLE ABBREVIATIONS
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.
|
|
Column 1
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Column 2
|
Variables in SPSS files
Round 2
Round 1
Column
Column
3
4
|
Descriptions of variables in the SPSS file
Column
5
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Numerical variable names derived from the T variables
in the SPSS file
(These variables also appear in the “Variables in SPSS
file” list in columns 3 & 4)
Column
6
|
(Simple
numerical data entry recorded from radio buttons, and
written
information entered into text boxes later coded to numeric values.)
Column
7
|
|
1
|
|
D_R
|
|
(Not a variable)
|
|
Blank
|
|
2
|
T
|
NAME2
|
XNAME1
|
Last name
|
|
Last name
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3
|
T
|
NAME1
|
XNAME2
|
First name
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|
First name
|
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4
|
N
|
REF1
|
XREF1
|
Reference 1 (Data matching)
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|
Used for Data ID
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5
|
N
|
YEARLEVL
|
XEARLEVL
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Year 10, 11, 12
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|
Year 10 or Year 12
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6
|
T
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SCHOOL
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XSCHOOL
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Name of school
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SCHOOL_N XCHOOL_N
|
School name
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8
|
N
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TESTDAY
|
XTESTDAY
|
Day of week
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|
Day of the week
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10
|
N
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TESTDATE
|
XESTDATE
|
Date survey was completed
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|
Calendar date
|
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11
|
N
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TESTMNTH
|
XESTMNTH
|
Calendar month
|
|
Month of the year
|
|
12
|
N
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TESTYEAR
|
XESTYEAR
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Year survey was completed
|
|
The year the data was collected
|
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13
|
N
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POSTCODE
|
XOSTCODE
|
Post code
|
|
Post code
|
|
14
|
N
|
AGEYEARS
|
XGEYEARS
|
Age in years
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|
Age in years
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|
15
|
N
|
AGEMNTHS
|
XGEMNTHS
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Age in months
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|
Age in months
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|
16
|
N
|
GENDER
|
XGENDER
|
Gender
|
|
Gender
|
|
17
|
T
|
EXPECTED
|
EXPEXTED
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Expected possible selves list
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E_NUMBER E_XUMBER E_STRUCT E_XTRUCT E_WORDNU E_XORDNU
|
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
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EXMIMXT
|
Most important expected possible self
|
E_ELABOR E_XLABOR E_DOMAIN E_XOMAIN
E_ASPIRE
E_XSPIRE
E_RESPON E_XESPON
|
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
|
XXEFFORT
|
Effort made to achieve expected possible self
|
|
1. If you make a big effort, do you think you can make
this possible self happen?
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|
20
|
N
|
EXLIKELY
|
XXLIKELY
|
Likelihood of achieving that expected possible self
|
|
2. How likely is it that this possible self could happen
to you?
|
|
21
|
N
|
EXYESNO
|
XXYESNO
|
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
|
XXDONE
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Description of action taken to achieve expected possible self
|
E_ACTION E_XCTION
|
4. If you answered yes, describe
what you have done to help you achieve this possible self.
|
|
23
|
T
|
HOPED
|
XHOPED
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Hoped-for possible selves list
|
H_NUMBER H_XUMBER H_STRUCT H_XTRUCT H_WORDNU H_XORDNU
|
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
|
XHOMIMPT
|
Most important hoped-for possible self
|
H_ELABOR H_XLABOR H_DOMAIN H_XOMAIN H_ASPIRE
H_XSPIRE H_RESPON H_XESPON
|
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
|
HOXFFORT
|
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
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HOLIKELY
|
HOXIKELY
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Likelihood of achieving that hoped-for possible self
|
|
2. How likely do you think this possible self is to
happen?
|
|
29
|
N
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HOYESNO
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HOXESNO
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Action taken to achieve that hoped-for possible self - Yes or
no
|
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3. Have you done anything to help you achieve this
possible self?
|
|
30
|
T
|
HODONE
|
XHODONE
|
Description of action taken to achieve hoped-for possible self
|
H_ACTION H_XCTION
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4. If you answered yes, describe
what you have done to help you achieve this possible self.
|
|
31
|
T
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FEARED
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|
Feared possible selves list
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F_NUMBER F_XUMBER F_STRUCT F_XTRUCT F_WORDNU F_XORDNU
|
In the space below, please list the feared possible
selves that you imagine you could become in the future.
|
|
32
|
T
|
FEMIMPT
|
XFEMIMPT
|
Most important feared possible self
|
F_DOMAIN F_XOMAIN F_ELABOR F_XLABOR
|
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
|
FEXFFORT
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Effort made to avoid feared possible self
|
|
1. Do you feel you can prevent this possible self from
happening?
|
|
34
|
N
|
FELIKELY
|
FEXIKELY
|
Likelihood of avoiding that feared possible self
|
|
2. How likely do you think this possible self is to
happen?
|
|
35
|
N
|
FEYESNO
|
FEXESNO
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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
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FEDONE
|
XFEDONE
|
Description of action taken to avoid feared possible self
|
F_ACTION F_XCTION
|
4. If you answered yes, describe what you have done to help you
avoid becoming this possible self.
|
|
37
|
N
|
FILL1
|
XFILL1
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A “filler” question
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|
1. It is easy for me to relax.
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|
38
|
N
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PESS2
|
XPESS2
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Pessimism scale
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|
2. It's best not to get my hopes too high
because I will probably be disappointed.
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|
39
|
N
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OPT3
|
XOPT3
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Optimism scale
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|
3. In uncertain times I expect the best.
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|
40
|
N
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PESS4
|
XPESS4
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Pessimism scale
|
|
4. Rarely do I expect good things to happen.
|
|
41
|
N
|
PESS5
|
XPESS5
|
Pessimism scale
|
|
5. If something can go wrong for me it will.
|
|
42
|
N
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OPT6
|
XOPT6
|
Optimism scale
|
|
6. I always look on the bright side of things.
|
|
43
|
N
|
FILL7
|
XFILL7
|
A “filler” question
|
|
7. I enjoy my friends a lot.
|
|
44
|
N
|
OPT8
|
XOPT8
|
Optimism scale
|
|
8. I'm always optimistic about my future.
|
|
45
|
N
|
FILL9
|
XFILL9
|
A “filler” question
|
|
9. It's important for me to keep busy.
|
|
46
|
N
|
PESS10
|
XPESS10
|
Pessimism scale
|
|
10. I hardly ever expect things to go my way.
|
|
47
|
N
|
OPT11
|
XOPT11
|
Optimism scale
|
|
11. When I undertake something new, I expect to succeed.
|
|
48
|
N
|
PESS12
|
XPESS12
|
Pessimism scale
|
|
12. Things never work out the way I want them to.
|
|
49
|
N
|
FILL13
|
XFILL13
|
A “filler” question
|
|
13. I don't get upset very easily.
|
|
50
|
N
|
PESS14
|
XPESS14
|
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
|
XFILL15
|
A “filler” question
|
|
15. Where there is a will, there is a way.
|
|
52
|
N
|
PESS16
|
XPESS16
|
Pessimism scale
|
|
16. I rarely count on good things happening to me.
|
|
53
|
N
|
FILL17
|
XFILL17
|
A “filler” question
|
|
17. I like heavy metal music better than pop music.
|
|
54
|
N
|
PESS18
|
XPESS18
|
Pessimism scale
|
|
18. It's better to expect defeat then it doesn't hit so
hard when it comes.
|
|
55
|
N
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OPT19
|
XOPT19
|
Optimism scale
|
|
19. In general, things turn out all right in the end.
|
|
56
|
N
|
PESS20
|
XPESS20
|
Pessimism scale
|
|
20. Give me 50/50 odds and I will choose the wrong
answer every time.
|
|
57
|
N
|
JAZZ
|
XJAZZ
|
Music preferences
|
|
How do you feel about the following
types of music - Jazz?
|
|
58
|
N
|
CHRISTN
|
XCHRISTN
|
Music preferences
|
|
How do you feel about the following types of music - Christian?
|
|
59
|
N
|
HEAVYM
|
XHEAVYM
|
Music preferences
|
|
How do you feel about the following types of music – Heavy
metal?
|
|
60
|
N
|
OPERA
|
XOPERA
|
Music preferences
|
|
How do you feel about the following types of music - Opera?
|
|
61
|
N
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COUNTRY
|
XCOUNTRY
|
Music preferences
|
|
How do you feel about the following types of music - Country?
|
|
62
|
N
|
ROCK
|
XROCK
|
Music preferences
|
|
How do you feel about the following types of music - Rock?
|
|
63
|
N
|
CLASSICL
|
CLASXICL
|
Music preferences
|
|
How do you feel about the following types of music Classical?
|
|
64
|
N
|
ESTEEM1
|
ESTEXM1
|
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
|
ESTEXM2
|
Self-esteem scale (Ros’bg)
|
|
2. I feel that I have a number of good qualities.
|
|
66
|
N
|
ESTEEM3
|
ESTEXM3
|
Self-esteem scale (Ros’bg)
|
|
3. I am able to do things as
well as most other people.
|
|
67
|
N
|
ESTEEM4
|
ESTEXM4
|
Self-esteem scale (Ros’bg)
|
|
4. I feel I do not have much
to be proud of.
|
|
68
|
N
|
ESTEEM5
|
ESTEXM5
|
Self-esteem scale (Ros’bg)
|
|
5. I take a positive
attitude towards myself.
|
|
69
|
N
|
ESTEEM6
|
ESTEXM6
|
Self-esteem scale (Ros’bg)
|
|
6. I think I am no good at all.
|
|
70
|
N
|
ESTEEM7
|
ESTEXM7
|
Self-esteem scale (Ros’bg)
|
|
7. I am a useful person to have around.
|
|
71
|
N
|
ESTEEM8
|
ESTEXM8
|
Self-esteem scale (Ros’bg)
|
|
8. I feel that I can't do anything right.
|
|
72
|
N
|
ESTEEM9
|
ESTEXM9
|
Self-esteem scale (Ros’bg)
|
|
9. When I do a job, I do it well.
|
|
73
|
N
|
ESTEEM10
|
ESTEXM10
|
Self-esteem scale (Ros’bg)
|
|
10. I feel that my life is not very useful.
|
|
74
|
N
|
WORTH1
|
XWORTH1
|
School work is worthwhile
|
|
1. I always try to pay attention in class.
|
|
75
|
N
|
WORTH2
|
XWORTH2
|
School work is worthwhile
|
|
2. I always try to get to school on time.
|
|
76
|
N
|
WORTH3
|
XWORTH3
|
School work is worthwhile
|
|
3. Sometimes I'm sorry I have to leave school and go home.
|
|
77
|
N
|
FILLER4
|
XFILLER4
|
A “filler” question
|
|
4. I like all or most of my teachers at high school.
|
|
78
|
N
|
FILLER5
|
XFILLER5
|
A “filler” question
|
|
5. I think all or most of my teachers like me.
|
|
79
|
N
|
FILLER6
|
XFILLER6
|
A “filler” question
|
|
6. I like working with most of the students in my classes at
school.
|
|
80
|
N
|
FILLER7
|
XFILLER7
|
A “filler” question
|
|
7. I think most students in my classes like to work with me.
|
|
81
|
N
|
WORTH8
|
XWORTH8
|
School work is worthwhile
|
|
8. I usually try to listen to the teacher when I'm in a
class at school.
|
|
82
|
N
|
WORTH9
|
XWORTH9
|
School work is worthwhile
|
|
9. I almost never cause a disruption in my classes.
|
|
83
|
N
|
WORTH10
|
XWORTH10
|
School work is worthwhile
|
|
10. If other students upset the teacher, I try to keep doing my
work.
|
|
84
|
N
|
PERSIS11
|
PERXIS11
|
Persistence at a task
|
|
11. I like to keep working at an assignment or class exercise
until it is finished.
|
|
85
|
N
|
PERSIS12
|
PERXIS12
|
Persistence at a task
|
|
12. I ask the teacher for help if I'm not sure what to do.
|
|
86
|
N
|
PERSIS13
|
PERXIS13
|
Persistence at a task
|
|
13. I don't mind doing homework each night.
|
|
87
|
N
|
PERSIS14
|
PERXIS14
|
Persistence at a task
|
|
14. I start work on my homework as soon as I can each night.
|
|
88
|
N
|
PERSIS15
|
PERXIS15
|
Persistence at a task
|
|
15. I always try to finish my homework before going to bed.
|
|
89
|
N
|
PERSIS16
|
PERXIS16
|
Persistence at a task
|
|
16. I like to finish everything I start - not just schoolwork.
|
|
90
|
N
|
FILLER17
|
FILXER17
|
A “filler” question
|
|
17. I usually watch too much TV and don't get all my
homework finished.
|
|
91
|
N
|
GIFTED18
|
GIFTXD18
|
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
|
FILXER19
|
A “filler” question
|
|
19. I work hard to please my parents.
|
|
93
|
N
|
PERSIS20
|
PERXIS20
|
Persistence at a task
|
|
20. I won't let anything stop me from becoming successful.
|
|
94
|
N
|
PERSIS21
|
PERXIS21
|
Persistence at a task
|
|
21. I will stay at school until I complete year 12.
|
|
95
|
T
|
PARENT
|
XPARENT
|
Task persistence support - parents
|
P_ENCOUR P_ENCOXR
|
Who encourages you to do well at
school? 1. Parents.
|
|
96
|
T
|
ADULT
|
XADULT
|
Task persistence support –
other adults
|
A_ENCOUR A_ENCOXR
|
Who encourages you to do well
at school? 2. Other adults you know.
|
|
97
|
T
|
TEACHER
|
XTEACHER
|
Task persistence support -
teachers
|
T_ENCOUR T_ENCOXR
|
Who encourages you to do well
at school? 3. Teachers at school.
|
|
98
|
T
|
FRIEND
|
XFRIEND
|
Task persistence support –
school friends
|
F_ENCOUR F_ENCOXR
|
Who encourages you to do well
at school? 4. School friends.
|
|
99
|
T
|
SELF
|
XSELF
|
Task persistence support –
self talk
|
S_ENCOUR S_ENCOXR
|
Who encourages you to do well
at school? 5. You.
|
|
100
|
|
FINDER_A
|
FINDXR_A
|
Used for data matching
|
|
Used for sorting and finding data in Filemaker.
|
|
101
|
|
FINDER_B
|
FINDXR_B
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
102
|
|
FINDER_C
|
FINDEX_C
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
103
|
|
FINDER_D
|
FINDXR_D
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
104
|
|
FINDER_E
|
XINDER_E
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
105
|
|
FINDER_F
|
FINDXR_F
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
106
|
|
FINDER_G
|
FXNDER_G
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
107
|
|
FINDER_H
|
FIXDER_H
|
Used for data matching
|
|
Used for sorting and finding
data in Filemaker.
|
|
108
|
N
|
INTELL5
|
INTELX5
|
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
|
INTELX6
|
Incremental or entity intelligence
|
|
23. Your intelligence is something about you that you can't
change very much.
|
|
110
|
N
|
INTELL7
|
INTELX7
|
Incremental or entity intelligence
|
|
24. You can learn new things, but you can't really change your
basic intelligence.
|
|
111
|
N
|
INTELL8
|
INTELX8
|
Incremental or entity intelligence
|
|
25. No matter who you are, you can change your intelligence a
lot.
|
|
112
|
N
|
INTELL9
|
INTELX9
|
Incremental or entity intelligence
|
|
26. You can always greatly change how intelligent you are.
|
|
113
|
N
|
INTELL10
|
INTELX10
|
Incremental or entity intelligence
|
|
27. No matter how much intelligence you have, you can always
change it quite a bit.
|
|
114
|
N
|
INTELL11
|
INTELX11
|
Incremental or entity intelligence
|
|
28. Choose the sentence that describes how you feel about your
intelligence.
|
|
115
|
N
|
INTELL12
|
INTELX12
|
Incremental or entity
intelligence
|
|
Now show how true the statement you chose is for you.
|
|
116
|
N
|
INTELL13
|
INTELX13
|
Incremental or entity
intelligence
|
|
29. Check the sentence that is most true for you.
|
|
117
|
N
|
INTELL14
|
INTELX14
|
Incremental or entity
intelligence
|
|
Now show how true the statement you chose is for you.
|
|
118
|
N
|
INTELL15
|
INTELX15
|
Incremental or entity
intelligence
|
|
30. Check the sentence that is most true for you.
|
|
119
|
N
|
INTELL16
|
INTELX16
|
Incremental or entity
intelligence
|
|
Now show how true the statement you chose is for you.
|
|
120
|
T
|
WORRIES
|
XWORRIES
|
Worries current at the time of the survey
|
WORRTYPE WORXTYPE NPERSVOL NPERXVOL PERSVOL XPERSVOL W_INTENS W_XNTENS
|
28. What worries you most now or in your future?
|
|
121
|
N
|
INTELL1
|
XINTELL1
|
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
|
XINTELL2
|
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
|
XINTELL3
|
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
|
XINTELL4
|
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
|
XCHOICE
|
A report of current thinking
|
|
Are you thinking of leaving school before the end of year 12?
|
|
126
|
N
|
LEAVING
|
XLEAVING
|
A report of current thinking
|
|
(Numerical value coded from
text response) (Has it?)
|
|
127
|
N
|
STAYING
|
XSTAYING
|
A report of current thinking
|
|
(Numerical value coded from
text response) (Has it?)
|
|
128
|
|
NAME3
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on various pages of the questionnaires –
for matching of data)
|
|
129
|
|
NAME4
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
130
|
|
NAME5
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
131
|
|
NAME6
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
132
|
|
NAME7
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
133
|
|
NAME8
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
134
|
|
NAME9
|
Removed from file
|
Data matching variable
|
|
(Text entry of name on
various pages of the questionnaires – for matching of data)
|
|
135
|
C
|
F_NUMBER
|
F_XUMBER
|
Number of feared selves reported in the list
|
|
(Numerical value coded from
text response)
|
|
136
|
C
|
F_DOMAIN
|
F_XOMAIN
|
Categories of written future fears
|
|
(Numerical value coded from
text response)
|
|
137
|
C
|
F_ELABOR
|
F_XLABOR
|
How they described their fears
|
|
(Numerical value coded from
text response)
|
|
138
|
C
|
F_ACTION
|
F_XCTION
|
Personal action taken to avoid the future fear
|
|
(Numerical value coded from
text response)
|
|
139
|
C
|
F_STRUCT
|
F_XTRUCT
|
Word structure used when the fears were described
|
|
(Numerical value coded from
text response)
|
|
140
|
C
|
F_WORDNU
|
F_XORDNU
|
How many words were used to describe the fears
|
|
(Numerical value coded from
text response)
|
|
141
|
C
|
E_NUMBER
|
E_XUMBER
|
Number of expected selves reported in the list
|
|
(Numerical value coded from
text response)
|
|
142
|
C
|
E_DOMAIN
|
E_XOMAIN
|
Categories of written future expectations
|
|
(Numerical value coded from
text response)
|
|
143
|
C
|
E_ELABOR
|
E_XLABOR
|
How they described their expectations
|
|
(Numerical value coded from
text response)
|
|
144
|
C
|
E_ACTION
|
E_XCTION
|
Personal action taken to reach the future expectation
|
|
(Numerical value coded from
text response)
|
|
145
|
C
|
E_STRUCT
|
E_XTRUCT
|
Word structure used when the expectations were described
|
|
(Numerical value coded from
text response)
|
|
146
|
C
|
E_WORDNU
|
E_XORDNU
|
How many words were used to describe the expectations.
|
|
(Numerical value coded from
text response)
|
|
147
|
C
|
H_NUMBER
|
H_XUMBER
|
Number of hoped-for selves reported in the list
|
|
(Numerical value coded from
text response)
|
|
148
|
C
|
H_DOMAIN
|
H_XOMAIN
|
Categories of written future hopes
|
|
(Numerical value coded from
text response)
|
|
149
|
C
|
H_ELABOR
|
H_XLABOR
|
How they described their hopes
|
|
(Numerical value coded from
text response)
|
|
150
|
C
|
H_ACTION
|
H_XCTION
|
Personal action taken to reach the future hopes
|
|
(Numerical value coded from
text response)
|
|
151
|
C
|
H_STRUCT
|
H_XTRUCT
|
Word structure used when the hopes were described
|
|
(Numerical value coded from
text response)
|
|
152
|
C
|
H_WORDNU
|
H_XORDNU
|
How many words were used to describe the hopes.
|
|
(Numerical value coded from
text response)
|
|
153
|
C
|
E_ASPIRE
|
E_XSPIRE
|
Expected vocational and career future selves
|
|
(Numerical value coded from
text response)
|
|
154
|
C
|
H_ASPIRE
|
H_XSPIRE
|
Hoped-for vocational and career future selves
|
|
(Numerical value coded from
text response)
|
|
155
|
C
|
E_RESPON
|
E_XESPON
|
Expected future level of responsibility after study
|
|
(Numerical value coded from
text response)
|
|
156
|
C
|
H_RESPON
|
H_XESPON
|
Hoped-for future level of responsibility after study
|
|
(Numerical value coded from
text response)
|
|
157
|
C
|
WORRTYPE
|
WORXTYPE
|
The general nature of written worries
|
|
(Numerical value coded from
text response)
|
|
158
|
C
|
NPERSVOL
|
NPERXVOL
|
The number of non-personal worries
|
|
(Numerical value coded from
text response)
|
|
159
|
C
|
PERSVOL
|
XPERSVOL
|
The number of personal worries
|
|
(Numerical value coded from
text response)
|
|
160
|
C
|
W_INTENS
|
W_XNTENS
|
Specific nature of personal worries
|
|
(Numerical value coded from
text response)
|
|
161
|
C
|
P_ENCOUR
|
P_ENCOXR
|
The type of encouragement received from parents
|
|
(Numerical value coded from
text response)
|
|
162
|
C
|
A_ENCOUR
|
A_ENCOXR
|
The type of encouragement
received from other adults
|
|
(Numerical value coded from
text response)
|
|
163
|
C
|
T_ENCOUR
|
T_ENCOXR
|
The type of encouragement
received from teachers
|
|
(Numerical value coded from
text response)
|
|
164
|
C
|
F_ENCOUR
|
F_ENCOXR
|
The type of encouragement
received from friends
|
|
(Numerical value coded from
text response)
|
|
165
|
C
|
S_ENCOUR
|
S_ENCOXR
|
The type of encouragement
received from self-talk
|
|
(Numerical value coded from
text response)
|
|
166
|
C
|
L_REASON
|
L_REAXON
|
Reason for leaving
|
|
(Numerical value coded from
text response)
|
|
167
|
C
|
S_REASON
|
S_REAXON
|
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
|
XCHOOL_N
|
Number assigned to school
|
(Associated with SCHOOL at the beginning of the list)
|
(Numerical value coded from text response)
|
|
173
|
N
|
TOTMNTHS
|
TOTMNTHX
|
Total age in months
|
(Associated with AGEYEARS and
AGEMNTHS at the beginning of
the list)
|
(Numerical value coded from text response)
|
|
|
N
|
|
XESTEEM
|
Self-esteem total
|
|
(Numerical value produced by adding the student
responses)
|
|
|
|
|
|
|
|
|
|
|
|
|
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