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PISA 2015 Results Students' Well-Being (Main report and supporting documents)

By: Material type: TextTextPublication details: OECDEdition: 2015Description: 3 reportsSubject(s): Online resources: Summary: 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. On average across OECD countries, students reported a level of 7.3 on a life-satisfaction scale ranging from 0 to 10. Roughly speaking, this suggests that the “average” adolescent in an OECD country is satisfied with life. However, about 12% of students, on average across OECD countries – and more than 20% of students in some countries – reported that they are not satisfied with their life (they rated their satisfaction with life 4 or less on the scale). Satisfaction with life varies considerably between boys and girls (on average across OECD countries, 29% of girls but 39% of boys reported that they are very satisfied with their life), while there is little difference in reported life satisfaction between top-achieving and low-achieving students. 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 (on a scale of from 0 to 10) than students who reported the lowest levels of anxiety. The data from PISA 2015 show that many of the differences, both between and within countries, in students’ well-being are related to students’ perceptions about the disciplinary climate in the classroom or about the support their teachers give them. In particular, schools can help eradicate bullying in partnerships with parents, community organisations and health or social services. The data also show that parental involvement and adolescents’ perceptions about the support their parents give them are associated with students’ feelings about schoolwork, their performance in PISA and their well-being, in general. These results suggest that forging stronger relationships between schools and parents to give adolescents the support they need – academically and psychologically – could go a long way towards improving the well-being of all students.
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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. On average across
OECD countries, students reported a level of 7.3 on a life-satisfaction scale ranging from 0 to 10. Roughly speaking, this
suggests that the “average” adolescent in an OECD country is satisfied with life. However, about 12% of students, on
average across OECD countries – and more than 20% of students in some countries – reported that they are not satisfied
with their life (they rated their satisfaction with life 4 or less on the scale). Satisfaction with life varies considerably between
boys and girls (on average across OECD countries, 29% of girls but 39% of boys reported that they are very satisfied with
their life), while there is little difference in reported life satisfaction between top-achieving and low-achieving students.
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 (on a scale of from 0 to 10) than students who reported the lowest levels of anxiety.
The data from PISA 2015 show that many of the differences, both between and within countries, in students’ well-being
are related to students’ perceptions about the disciplinary climate in the classroom or about the support their teachers
give them. In particular, schools can help eradicate bullying in partnerships with parents, community organisations and
health or social services. The data also show that parental involvement and adolescents’ perceptions about the support
their parents give them are associated with students’ feelings about schoolwork, their performance in PISA and their
well-being, in general. These results suggest that forging stronger relationships between schools and parents to give
adolescents the support they need – academically and psychologically – could go a long way towards improving the
well-being of all students.

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