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PISA 2015 Well Being Launch London 19 April 2017
- 1. PISA 2015: Volume III. Students’ Well-Being Gabriela Ramos
- 3. Life satisfaction among 15-year-old students 0 10 20 30 40 50 60 70 80 90 100 Netherlands7.8 Mexico8.3 DominicanRepublic8.5 Finland7.9 CostaRica8.2 Croatia7.9 Switzerland7.7 Lithuania7.9 Iceland7.8 France7.6 Colombia7.9 Belgium(excl.Flemish)7.5 Uruguay7.7 Austria7.5 Russia7.8 Estonia7.5 Spain7.4 Montenegro7.8 Thailand7.7 Latvia7.4 Germany7.4 Brazil7.6 Portugal7.4 Ireland7.3 Luxembourg7.4 SlovakRepublic7.5 OECDaverage7.3 Peru7.5 UnitedStates7.4 Chile7.4 Hungary7.2 Bulgaria7.4 Qatar7.4 Slovenia7.2 Poland7.2 UnitedArabEmirates7.3 CzechRepublic7.1 UnitedKingdom7.0 Italy6.9 Greece6.9 Japan6.8 Tunisia6.9 B-S-J-G(China)6.8 Macao(China)6.6 ChineseTaipei6.6 HongKong(China)6.5 Korea6.4 Turkey6.1 % Very satisfied Satisfied Moderately satisfied Not satisfied Average life satisfaction Figure III.3.1 3
- 4. Gender differences in life satisfaction -10 -5 0 5 10 15 20 Tunisia Japan B-S-J-G(China) Peru Mexico Macao(China) Malaysia Thailand Qatar DominicanRepublic Russia Turkey Brazil Chile UnitedArabEmirates Latvia ChineseTaipei CostaRica Spain Ireland Colombia Estonia HongKong(China) Bulgaria Uruguay Korea Montenegro Portugal Italy UnitedKingdom France OECDaverage Belgium(excl.Flemish) CzechRepublic Greece Poland UnitedStates SlovakRepublic Croatia Lithuania Hungary Switzerland Germany Slovenia Netherlands Austria Luxembourg Finland Iceland Percentage-point difference (boys-girls) Not satisfied (boys - girls) Very satisfied (boys - girls) 4 Figure III.3.2 More boys than girls are very satisfied with their life More girls than boys are not satisfied with their life
- 5. 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 DominicanRepublic CostaRica Mexico-0.6 Colombia Uruguay Brazil Montenegro-0.7 Lithuania-0.9 Croatia-0.9 Peru-0.3 Russia-0.6 Netherlands-1.0 Thailand-0.8 France-0.9 Spain-0.5 Finland-1.4 Belgium(excl.Flemish)-0.8 Switzerland-1.3 Portugal-0.6 SlovakRepublic-0.9 Latvia-0.7 Bulgaria-0.9 Estonia-1.1 Qatar-1.2 Chile-1.1 UnitedArabEmirates-1.0 Austria-1.5 Luxembourg-1.3 OECDaverage-1.2 Hungary-1.2 Japan-0.3 Iceland-2.3 UnitedStates-1.5 B-S-J-G(China)-0.8 Germany-1.6 Poland-1.3 Ireland-1.5 CzechRepublic-1.2 Slovenia-1.4 Italy-1.0 Greece-1.2 Tunisia-1.0 ChineseTaipei-0.7 Macao(China)-0.8 HongKong(China)-0.8 UnitedKingdom-2.1 Korea-1.6 Turkey-1.4 Life satisfaction (on a 10- point life-satisfaction scale Bottom quarter Second quarter Third quarter Top quarter 5 Schoolwork-related anxiety and life satisfaction Figure III.4.3Higherlifesatisfaction Differences between students in the top and bottom quarter of schoolwork-related anxiety
- 6. Dominican Rep. Mexico Costa Rica Croatia FinlandColombia Lithuania NetherlandsIceland Russia Montenegro Switzerland Thailand Uruguay France Brazil Austria EstoniaPeru Belgium (excl. Flemish) Slovak Rep. Spain Bulgaria Qatar Luxembourg Latvia Chile Portugal United States Germany Ireland United Arab Emirates Poland Slovenia Hungary Czech Rep. United Kingdom Greece Tunisia Italy B-S-J-G (China) Japan Chinese TaipeiMacao (China) Hong Kong (China) Korea Turkey R² = 0.16 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 300 350 400 450 500 550 600 Averagelifesatisfaction(on10-pointscale) Mean science score 6 Life satisfaction and performance across education systems OECD average Below-average science performance and life satisfaction OECDaverage Above-average science performance and life satisfaction Higher life satisfaction Lower life satisfaction Higher performance Figure III.3.3
- 7. Students who feel very anxious for a test even if they are well prepared Figure III.4.1 30 40 50 60 70 80 90 CostaRica Brazil DominicanRepublic Colombia Singapore Uruguay NewZealand UnitedKingdom Peru Italy Portugal UnitedStates Australia Spain HongKong(China) ChineseTaipei Macao(China) Qatar Montenegro Denmark Canada Thailand Ireland Japan Slovenia B-S-J-G(China) UnitedArabEmirates Sweden Norway Mexico Tunisia Greece Turkey Chile Lithuania OECDaverage Korea Bulgaria Hungary Estonia Russia Iceland Austria Finland Luxembourg France SlovakRepublic Croatia Poland Israel Latvia Belgium Germany CzechRepublic Netherlands Switzerland Percentage of students 7
- 8. Students who want to be one of the best in their class 20 30 40 50 60 70 80 90 100 Tunisia Colombia UnitedArabEmirates DominicanRepublic Qatar Turkey Peru Israel CostaRica UnitedStates Singapore Korea Mexico B-S-J-G(China) Thailand UnitedKingdom Iceland HongKong(China) Australia Canada Ireland Chile NewZealand Denmark ChineseTaipei Bulgaria Portugal Norway Brazil Sweden Lithuania Greece Croatia OECDaverage Latvia Spain Russia Montenegro Luxembourg Italy Estonia Uruguay Macao(China) Austria Poland France SlovakRepublic Slovenia Germany CzechRepublic Belgium Finland Hungary Switzerland Japan Netherlands Percentage of students 8 Figure III.5.1
- 9. Teacher support in "happy" and "unhappy" schools -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 Portugal Montenegro B-S-J-G(China) Russia Mexico Japan ChineseTaipei UnitedArabEmirates Estonia Greece Korea Italy Peru CostaRica Bulgaria Spain Poland France Tunisia CzechRepublic Latvia Slovenia OECDaverage Brazil Thailand Croatia Chile Netherlands Germany UnitedStates Qatar Colombia SlovakRepublic Hungary UnitedKingdom Uruguay Lithuania Austria Turkey HongKong(China) Switzerland Mean index Difference in teacher support between happy and unhappy schools 9 Figure III.3.7 Relatively happy schools are schools where students' life satisfaction is significantly above the average in the country/economy
- 10. Teachers' practices and students' anxiety Figure III.4.5 5% less likely 4% less likely 16% more likely 29% more likely 9% less likely 17% less likely 44% more likely 60% more likely The teacher adapts the lesson to my class’s needs and knowledge The teacher provides individual help when a student has difficulties understanding a topic or task Teachers graded me harder than they graded other students Teachers gave me the impression that they think I am less smart than I really am Oddsratios(logarithmicscale) Even if I am well prepared for a test I feel very anxious I get very tense when I studyMore likely Less likely As likely On average across the OECD, students that reported that teachers grade them harder than other students are 44% more likely to get very tense when they study 10
- 11. In most countries and economies, bullying is higher in schools with pervasive perceptions of teachers’ unfair behaviour -5 0 5 10 15 20 25 30 35 Slovenia15 DominicanRepublic18 Tunisia25 Greece17 NewZealand26 Chile18 SlovakRepublic19 CzechRepublic19 Brazil18 Thailand25 Hungary27 Singapore20 UnitedArabEmirates29 Bulgaria24 Qatar28 Denmark19 B-S-J-G(China)22 Switzerland22 Colombia18 Australia24 Poland20 UnitedStates18 OECDaverage20 CostaRica17 Croatia15 Sweden18 Japan13 Macao(China)23 Malaysia36 Norway20 Lithuania27 Austria25 UnitedKingdom29 Mexico11 France20 Russia21 Ireland21 ChineseTaipei11 Peru26 Estonia21 Turkey24 HongKong(China)22 Netherlands15 Portugal24 Belgium22 Percentage-point difference After accounting for student and school characteristics Before accounting for student and school characteristics 11 Figure III.8.10 Difference in the percentage of frequently bullied students between schools with pervasive/not pervasive student perceptions of teachers' unfair behaviour Percentage of students who perceive that their teachers behave unfairly
- 12. 0 5 10 15 20 25 Any type of bullying Other students left me out of things on purpose Other students made fun of me I was threatened by other students Other students took away or destroyed things that belong to me I got hit or pushed around by other students Other students spread nasty rumours about me Percentage of students United Kingdom OECD average Spain Students' exposure to bullying Figure III.8.2 Percentage of students who reported being bullied at least "a few times a month": 12
- 13. Spend time just talking to my child Eat <the main meal> with my child around a table Discuss how well my child is doing at school Attended a scheduled meeting or conferences for parents Talked about how to support learning at home and homework with my child’s teachers Discussed my child’s progress with a teacher on my own initiative Exchanged ideas on parenting, family support, or the child’s development with my child’s teacher Discussed my child's behaviour with a teacher on my own initiative Students' likelihood of being very satisfied with their life when their parents reported having participated in these school-related activities in the previous academic year Students' likelihood of being very satisfied with their life when parents reported engaging in these activities "at least once a week" 13 Parents’ activities and students’ life satisfaction Figure III.9.4 20% more likely 60% more likely... As likely 40%30%10% 50% … To report high levels of life satisfaction
- 14. Physical activities outside of school 0 5 10 15 20 25 Japan-7 UnitedArabEmirates-11 Brazil-10 Qatar-8 Colombia-4 HongKong(China)-3 Macao(China)-4 Spain Israel-6 Turkey-7 Portugal-3 Korea-13 France-2 Uruguay-6 Singapore-2 Tunisia-12 B-S-J-G(China) ChineseTaipei-4 DominicanRepublic-3 NewZealand Bulgaria CostaRica-7 Sweden2 Greece-4 UnitedKingdom-3 Luxembourg-2 Croatia-2 OECDaverage-2 Belgium-3 Austria Australia-2 Estonia Mexico-2 Chile-6 Iceland Lithuania UnitedStates-3 SlovakRepublic1 Denmark1 Norway1 Finland2 Canada-1 Hungary Latvia CzechRepublic1 Slovenia Switzerland Poland Ireland-3 Russia Thailand Germany Peru-3 Netherlands Montenegro-2 % Boys Girls 14 Figure III.11.4 Differences between boys and girls Percentage of boys and girls who reported that they do not practice any vigorous or moderate physical activity outside of school
- 15. Change between 2012 and 2015 in time spent on line outside of school 0 20 40 60 80 100 120 140 160 180 200 Chile39 Sweden56 Uruguay33 CostaRica31 Spain44 Italy40 Australia52 Estonia50 NewZealand51 Hungary43 Russia42 Netherlands48 Denmark55 SlovakRepublic40 CzechRepublic43 Austria42 Latvia46 Singapore45 Belgium44 Poland46 Iceland51 OECDaverage-2743 Ireland48 Croatia40 Portugal42 Finland48 Israel34 Macao(China)45 Switzerland40 Greece41 HongKong(China)39 Mexico30 Slovenia37 Japan31 Korea20 Minutes per day On a typical weekday (PISA 2015) On a typical weekday (PISA 2012) 15 Figure III.13.3 Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays Increase of 40 minutes in time spent online out of schools between 2012 and 2015, on average across OECD countries
- 16. Science performance, by amount of time spent on the Internet outside of school during weekdays Figure III.13.9(1) 300 350 400 450 500 550 600 Singapore-34 Estonia-24 Macao(China)-17 Japan-37 HongKong(China)-10 Finland-26 NewZealand-33 ChineseTaipei-59 UnitedKingdom-38 Australia-26 Netherlands-38 Slovenia-32 Belgium-41 Portugal-26 France-43 Switzerland-45 Denmark-21 Poland-24 Sweden-30 Spain-26 OECDaverage-29 Ireland-32 Austria-34 CzechRepublic-29 Russia-7 Korea-27 B-S-J-G(China)-64 Latvia Luxembourg-38 Israel-26 Italy-31 Lithuania-8 Hungary-37 Croatia-28 Bulgaria-23 SlovakRepublic-20 Iceland-28 Chile-21 Greece-29 Uruguay Colombia Thailand-8 CostaRica-6 Brazil-6 Mexico Peru DominicanRepublic Mean score Low Internet users Moderate Internet users High Internet users Extreme Internet users 16 Differences between extreme and other Internet users
- 17. What are the implications for policy? Psychological health, motivation and confidence at school Train teachers to recognise and address schoolwork-related anxiety Identify and share good practices to raise intrinsic motivation to achieve Give students the means to take well-informed decisions for their future studies and careers Positive peer and teacher-student relationships Positive synergies between the school and home environments Opportunities to learn about healthy living habits 17
- 18. Many thanks Contact: Gabriela.ramos@oecd.org Follow me: @gabramosp OECD PISA www.oecd.org/pisa 1 8
- 19. Thank you! 19
Editor's Notes
- PISA 2015 examined students’ well-being in four main areas of their life: their performance in school, their relationships with peers and teachers, their home life, and how they spend their time outside of school. Students’ well-being, as defined in this report, refers to the psychological, cognitive, social and physical functioning and capabilities that students need to live a happy and fulfilling life.
- Life satisfaction is our core indicator of students’ subjective well-being (it can be interpreted as a summary measure of students’ perceptions of their achievement across all the four dimensions of well-being). The general message in this slide is that 15-year old students are overall satisfied with their life (they rate their life at 7.3 out of 10), but in all countries there is a substantial number of students who report a low level of life satisfaction (0 to 4 on the scale). This is particularly the case in Turkey, Korea and Tunisia. You might also mention that subjective well-being in PISA is only weakly correlated with subjective well-being of adults (as measured with the same indicator in the Gallup survey) – this suggests that we adolescent well-being and adult well-being are shaped by different factors..
- There are some interesting gender dimensions in the report. At 15, boys report higher life satisfaction than girls. On average across OECD countries, 39% of boys reported that they are very satisfied with their life, but only 29% of girls did – a difference of almost 10 percentage points. Girls were also more likely than boys to report low satisfaction with life. On average across OECD countries, about 9% of boys but 14% of girls reported a level of life satisfaction equal to 4 or lower on a scale of 0 to 10. Gender differences in favour of boys are thus more marked at the top of the life satisfaction scale. Boys in the United Kingdom reported higher life satisfaction than girls (0.7 points higher). In no country did larger shares of girls than boys report to be very satisfied with their life (Figure III.3.2). In Austria, Finland, Iceland, Luxembourg, the Netherlands, and Slovenia – all countries where students’ satisfaction with life is higher than the OECD average – the difference in the share of boys and girls who reported high life satisfaction is greater than 14 percentage points in favour of boys. In Austria, Iceland, Italy, Slovenia Turkey and the United Kingdom, girls were at least 7 percentage points more likely than boys to report that they are not satisfied with their life. However, this difference does not mean that psychological well-being is a girl problem. Research has found that the relationship between life satisfaction and behaviour tends to be stronger for boys than for girls. In particular, boys are at greater risk of ill health and disruptive behaviour than girls when they are dissatisfied with their life. Why do girls report lower life satisfaction? We do not have a conclusive answer to this question. Among adults, gender does not seem to play a major role in shaping people’s evaluation of their own lives. The lower life satisfaction reported by 15-year-old girls in PISA is possibly linked to the transition from childhood to adulthood, and is possibly a reflection of girls’ harsh self-criticism, particularly related to their image of their own bodies, as they undergo dramatic physical changes. PISA 2015 does not collect data on students’ body image, but other research suggests that exposure to images of overly thin girls and young women in traditional media and to photo sharing in new social media has a significant negative impact on adolescent girls’ satisfaction with themselves. Research (non OECD) shows that weight-based teasing from peers is associated with body dissatisfaction particularly among girls. See also slide 7 in the PPT and chapter 11 on the possible relation between body image, disordered eating, and life satisfaction (nothing causal here). Again, it is important to say that body image problems are very relevant also among boys and that our data are not detailed enough to offer a comprehensive presentation of this very relevant issue. On average across OECD countries, around 23% of students reported that they work for pay and 73% reported that they work in the house before or after school. More boys reported working for pay than girls, and more girls do unpaid household chores.
- There is a very strong relationship between anxiety and life satisfaction – perhaps it is the PISA indicator more strongly correlated with life satisfaction. However, anxiety about schoolwork is one of the sources of stress most often cited by school-age children and adolescents. On average across OECD countries, students who reported the highest levels of anxiety also reported a level of life satisfaction that is 1.2 points lower than students who reported the lowest levels of text anxiety. (EDU PLS PROVIDE A SLIDE)
- We observe a weak negative relationship between life satisfaction and performance at country level, mostly driven by the opposite patterns of Latinamerican and Asian countries (cultural influence on the absolute level of reported life satisfaction). I would highlight the cases of Finland, Netherlands and Switzerland.
- I would emphasize the result from Netherlands and Switzerland – two countries with high performance and high life satisfaction
- Again, the result on Netherlands, Switzerland and Finland is interesting. We show in the report that there is a positive relationship between achievement motivation and anxiety. If competitive pressures are too high, and motivation to do well at school is extrinsic (comes from fear of failure or desire to do outcompete others), then anxiety can go up. We show in the report that, at given level of student performance, anxiety is higher in top schools (too much pressure?).
- In this analysis we compared characteristics of schools where students are relatively happy on average (they report a higher life satisfaction than the country average) and schools where students are relatively unhappy (they report a lower life satisfaction than the country average). One clear difference between the two groups of schools is that in happy schools students report a high level of learning support from their teachers. the PISA index of adaptive instructions (how much science teachers in the school tailor lessons to the students in their classes, including to individual students who are struggling with a task), the index of perceived feedback (how much students perceive that their science teachers provide them with regular feedback), the index of enquiry-based instruction (the extent to which students engage in experimentation, debate and hands-on activities in their science classes) are all higher in happy schools than in unhappy schools (also after controlling for schools’ socio-economic profile). One possible interpretation of these findings is that life satisfaction of students is not only culturally determined, but can be shaped by specific instructional, interpersonal and organisational processes at school, i.e. schools can make the difference.
- The quality of student-teacher relations and the classroom environment can enhance students’ resilience, motivation and confidence about schoolwork. Teacher support is related to lower anxiety, while negative-teacher student relationships are related to greater feelings of tension.
- Perceptions of teachers' unfair behaviour are defined by students’ reports that "Teachers discipline [him/her] more harshly than other students", and/or that "Teachers ridicule [him/her] in front of others“, and/or that "Teachers say something insulting to [him/her] in front of others" at least a few times a month. Schools with pervasive perceptions of unfair behaviour are schools where the percentage of students who perceive that teachers treat them unfairly is higher (lower) than the national average.
- Well-being outside school and the role of parents We have talked only about schools so far. But well-being is a dynamic and fragile balance to be achieved. If it’s undermined in one part of our lives, this harm can spill over into others. So what happens outside school, affects how children feel inside of school, and vice versa. Parents, family and carers have a critical role to play here. Students whose parents reported “spending time just talking to my child”, “eating the main meal with my child around a table” or “discussing how well my child is doing at school” daily or nearly every day were between 22% and 39% more likely to report high levels of life satisfaction than students whose parents reported engaging in these activities less frequently. (EDU PLS PROVIDE SLIDE)
- And other activities outside school also emerged as important in improving science performance and promoting well-being. On average across OECD countries, students who reported taking part in some moderate or vigorous physical activity are 2.9 percentage points less likely to feel very anxious about tests, 6.7 percentage points less likely to feel like an outsider at school. (Figure III.11.18). Yet on average across OECD countries, about 5.7% of boys and 7.5% of girls reported that they do not participate in any form of physical activity outside of school, with disadvantaged students being most affected. (EDU PLS PROVIDE SLIDE ON PHYSICAL EXERCISE)
- And while they might move less, students are spending more and more time online. Between 2012 and 2015, the time spent on line outside of school increased by 40 minutes per day on both weekdays and weekends.
- Across OECD countries, 90% of students enjoy using digital devices, but PISA 2015 results show that, in most participating countries and economies, extreme Internet use – more than six hours per day – has a negative relationship with students’ life satisfaction and performance. After accounting for students’ socio-economic status, “extreme Internet users” score around 30 points LOWER IN ALL SUBJECTS PISA ASSESSES than students who use the Internet less. (EDU PLS PROVIDE SLIDE ON INTERNET USE)