Word Files Information Page.

Contents

Introductory information

 

Brief background

 

Head teacher information

 

Class teacher information

 

Coordinator  information

 

Parents' information

 

Consent forms

 

Permissions

 

Questionnaires

 

Participating schools

 

Coding instrument

 

Forum presentation Dec 2001

 

Forum presentation Nov 2002

 

Forum presentation Oct 2003

 

Rotary presentation June 2003

 

Literature - Full-text papers

 

FP3 raw data files_Round 2

 

Final SPSS files  

 

SPSS variables Rnd 2  

 

SPSS variables Rnd 1 & Rnd 2  

 

Diagram of SPSS data sheet (All files).

Diagram of SPSS data sheet (R1 and R2 files).

 

SPSS file analysis

 

Thesis structure

 

Program timeline

 

Supervisors' input

 

Publication preparation

 

Review of progress

 

Bibliography

 

Database transition files

 

Research methodology

 

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)