|
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
|
Column 2
|
Variables in SPSS files
Round
2
Round 1
Column
Column
3
4
|
Descriptions of variables in the SPSS
file
Column
5
|
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
|
|
3
|
T
|
NAME1
|
XNAME2
|
First name
|
|
First name
|
|
4
|
N
|
REF1
|
XREF1
|
Reference 1 (Data matching)
|
|
Used for Data ID
|
|
5
|
N
|
YEARLEVL
|
XEARLEVL
|
Year 10, 11, 12
|
|
Year 10 or Year 12
|
|
6
|
T
|
SCHOOL
|
XSCHOOL
|
Name of school
|
SCHOOL_N XCHOOL_N
|
School name
|
|
8
|
N
|
TESTDAY
|
XTESTDAY
|
Day of week
|
|
Day of the week
|
|
10
|
N
|
TESTDATE
|
XESTDATE
|
Date survey was completed
|
|
Calendar date
|
|
11
|
N
|
TESTMNTH
|
XESTMNTH
|
Calendar month
|
|
Month of the year
|
|
12
|
N
|
TESTYEAR
|
XESTYEAR
|
Year survey was completed
|
|
The year the data was
collected
|
|
13
|
N
|
POSTCODE
|
XOSTCODE
|
Post code
|
|
Post code
|
|
14
|
N
|
AGEYEARS
|
XGEYEARS
|
Age in years
|
|
Age in years
|
|
15
|
N
|
AGEMNTHS
|
XGEMNTHS
|
Age in months
|
|
Age in months
|
|
16
|
N
|
GENDER
|
XGENDER
|
Gender
|
|
Gender
|
|
17
|
T
|
EXPECTED
|
EXPEXTED
|
Expected possible selves
list
|
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
|
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?
|
|
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
|
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
|
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
|
HOLIKELY
|
HOXIKELY
|
Likelihood of achieving
that hoped-for possible self
|
|
2. How likely do you think this possible self is to happen?
|
|
29
|
N
|
HOYESNO
|
HOXESNO
|
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
|
XHODONE
|
Description of action taken
to achieve hoped-for possible self
|
H_ACTION H_XCTION
|
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_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
|
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
|
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
|
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
|
A “filler” question
|
|
1. It is easy for me to relax.
|
|
38
|
N
|
PESS2
|
XPESS2
|
Pessimism scale
|
|
2. It's best not to get my hopes too high because I
will probably be disappointed.
|
|
39
|
N
|
OPT3
|
XOPT3
|
Optimism scale
|
|
3. In uncertain times I expect the best.
|
|
40
|
N
|
PESS4
|
XPESS4
|
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
|
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
|
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
|
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)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
