Variables correlating learning effectiveness

Reading habits
According to earlier international findings, reading related beliefs strongly correlate with reading achievement. This relationship might be considered to be of causal nature. It is investigated which reading related beliefs can be measured in Hungarian students with the adapted IRA questionnaire. The findings might imply new suggestions in terms of teaching methods. The Index of Reading Awareness (IRA) questionnaire was adapted by Csaba Csíkos.

Attitude questionnaire
Non-cognitive aspects of learning related to the quality of measured knowledge is conducted with a questionnaire constructed by Benő Csapó. The questionnaire is intended to measure attitudes towards school subjects and towards school in general, intentions about further study and level of parents qualification.

Environmental conditions of learning

The questionnaire used in the program provides the possibility of comparing the collected data on students' family and cultural background to the data collected in the Hungarian National Competence Assessment. The instrument inquires about school learning and its effectiveness, e.g. the number of years spent in kindergarten, the number of failures and school changes and curricular aspects of the class (if it is specialized in any field, bilingual, etc.). The sociocultural background of the family is investigated through the received allowances, accommodation circumstances (e.g. number of rooms), the number of people living together, level of parents' qualification or internet access. The questionnaire was constructed by Mária B. Németh, based on the work of Gábor Kertesi (Institute of Economics of the Hungarian Academy of Sciences) and Gábor Kézdi (Institute of Economics of the Hungarian Academy of Sciences).


Learning habits (PISA 2000 student questionnaire)
The Learning habits questionnaire consists of the questions used in PISA 2000. It explores the individual characteristics of learning techniques (learning strategies and learning environment from the socio-cognitive elements) and personality features (motivation and self-concept) that influence the effectiveness of learning. Students rate each item on a four-step Likert-scale according to how characteristic the given statement is of him or her and how frequently.
The Hungarian version was constructed by Mária B. Németh, Csaba Csíkos, Anita Habók and Erzsébet Korom.