PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION--STAGE 1, 1983 (ICPSR 6312) Codebook and English Questionnaire for Estonian Data Principal Investigators Maja Ashmane, Latvian Academy of Sciences Esther Katz, Moldavian Academy of Sciences Mikk Titma, Estonian Academy of Sciences First ICPSR Version June 1997 Inter-university Consortium for Political and Social Research P.O. Box 1248 Ann Arbor, Michigan 48106 BIBLIOGRAPHIC CITATION Publications based on ICPSR data collections should acknowledge those sources by means of bibliographic citations. To ensure that such source attributions are captured for social science bibliographic utilities, citations must appear in footnotes or in the reference section of publications. The bibliographic citation for this data collection is: Ashmane, Maja, Esther Katz, and Mikk Titma. PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION-- STAGE 1, 1983 [Computer file]. ICPSR version. Tartu, Estonia: Tartu University [producer], 1994. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 1997. REQUEST FOR INFORMATION ON USE OF ICPSR RESOURCES To provide funding agencies with essential information about use of archival resources and to facilitate the exchange of information about ICPSR participants' research activities, users of ICPSR data are requested to send to ICPSR bibliographic citations for each completed manuscript or thesis abstract. Please indicate in a cover letter which data were used. DATA DISCLAIMER The original collector of the data, ICPSR, and the relevant funding agency bear no responsibility for uses of this collection or for interpretations or inferences based upon such uses. DATA COLLECTION DESCRIPTION Maja Ashmane, Esther Katz, and Mikk Titma PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION--STAGE 1, 1983 (ICPSR 6312) SUMMARY: The purpose of this study was to investigate the social determinants of the integration of youth into adult social life in different regions of the former Soviet Union. To this end, graduating secondary school students were queried about their schooling, extracurricular activities, and plans for the future. Questions about schooling included evaluations of school choice and the effectiveness of schooling, as well as self-reporting of marks and abilities in various areas. Items relating to extracurricular activities covered family status and property, preferred activities during spare time, interests, values, and friends. Information concerning plans for the future was elicited through questions that probed for intended educational and occupational pathways, ideas about the preferred pathways, comparisons of these plans with parents' wishes, and the advice of friends and counselors. Additional information gathered by the survey includes age, gender, self-reported health status, consumption of cigarettes and alcohol, age at onset of sexual relations, height, weight, urban status of place of birth, type of secondary education, parents' occupations and education, and number of siblings. UNIVERSE: Secondary school graduating students in several regions of the former Soviet Union in 1983. SAMPLING: Regional samples. NOTE: The machine-readable codebooks documenting all three data files include English translations of the questionnaires. In addition, Russian language questionnaires for each data file are available as separate files in WordPerfect 5.2. For Part 2, Estonian Data, hardcopy versions of the Russian- and Estonian- language questionnaires and a WordPerfect 5.2 file of the Estonian-language questionnaire are available upon request from ICPSR. RESTRICTIONS: To preserve respondent confidentiality, certain identifying variables are restricted from general dissemination. Aggregations of this information for statistical purposes that preserve the anonymity of individual respondents can be obtained from ICPSR in accordance with existing servicing policies. EXTENT OF COLLECTION: 3 data files + machine-readable documentation (text) + SAS data definition statements + SPSS data definition statements + data collection instruments (text and WP 5.2) EXTENT OF PROCESSING: CONCHK.PR/ UNDOCCHK.PR/ REFORM.DOC/ MDATA.PR/ DDEF.ICPSR/ REFORM.DATA DATA FORMAT: Logical Record Length with SAS and SPSS data definition statements and SPSS export files Part 1: Moldavian Data Part 2: Estonian Data File Structure: rectangular File Structure: rectangular Cases: 2,489 Cases: 2,785 Variables: 306 Variables: 317 Record Length: 348 Record Length: 367 Records Per Case: 1 Records Per Case: 1 Part 3: Latvian Data File Structure: rectangular Cases: 3,461 Variables: 306 Record Length: 339 Records Per Case: 1 RELATED PUBLICATIONS: Titma, Mikk, and Maja Ashmane. MOLODYOZH: ORIENTATSII I ZHIZHNENNYE PUTI (YOUTH: ORIENTATIONS AND LIFE PATH). Riga, Latvia: Zinatne, 1988. Pobeda, Nelli. MOLODAYA SMENA: SOCIALNYE ASPEKTY SHKOLNOI REFORMY (YOUNG GENERATION: SOCIAL ASPECTS OF THE SCHOOL REFORM). Kishinyov, Moldavia: Moldavian Academy of Sciences, 1989. Titma, M. "Education in the Former USSR: A Tool of Ideology and a Factor of National Re-Awakening." In K. Schleicher (ed.), NATIONALISM IN EDUCATION. Frankfurt, Germany: Peter Lang, 1993, pp. 153-190. ICPSR Processing Note For reasons of confidentiality, ICPSR has blanked the following variables: V4 (Birth date), V5 (No. of study group), V7 (Home county/city), V344 (Type of populated centres in which school is graduated), and V345 (Region in Estonia in which the school is graduated.) Variable Locations for the LRECL Data Variable Start End Variable Name Column Column Type V1 1 4 Numeric V2 5 5 Numeric V3 6 6 Numeric V4 7 10 Numeric V5 11 13 Numeric V6 14 14 Numeric V7 15 16 Numeric V8 17 17 Numeric V9 18 18 Numeric V10 19 20 Numeric V11 21 21 Numeric V12 22 22 Numeric V13 23 23 Numeric V14 24 24 Numeric V15 25 25 Numeric V16 26 28 Numeric V17 29 29 Numeric V18 30 30 Numeric V19 31 31 Numeric V20 32 32 Numeric V21 33 33 Numeric V22 34 34 Numeric V23 35 35 Numeric V24 36 36 Numeric V25 37 37 Numeric V26 38 38 Numeric V27 39 39 Numeric V28 40 40 Numeric V29 41 41 Numeric V30 42 42 Numeric V31 43 43 Numeric V32 44 44 Numeric V33 45 45 Numeric V34 46 46 Numeric V35 47 47 Numeric V36 48 48 Numeric V37 49 49 Numeric V38 50 50 Numeric V39 51 51 Numeric V40 52 52 Numeric V41 53 53 Numeric V42 54 54 Numeric V43 55 55 Numeric V44 56 56 Numeric V45 57 57 Numeric V46 58 58 Numeric V47 59 59 Numeric V48 60 60 Numeric V49 61 61 Numeric V50 62 62 Numeric V51 63 63 Numeric V52 64 64 Numeric V53 65 65 Numeric V54 66 66 Numeric V55 67 67 Numeric V56 68 68 Numeric V57 69 69 Numeric V58 70 70 Numeric V59 71 71 Numeric V60 72 72 Numeric V61 73 73 Numeric V62 74 74 Numeric V63 75 75 Numeric V64 76 76 Numeric V65 77 77 Numeric V66 78 78 Numeric V67 79 79 Numeric V68 80 80 Numeric V69 81 81 Numeric V70 82 82 Numeric V71 83 83 Numeric V72 84 84 Numeric V73 85 85 Numeric V74 86 86 Numeric V75 87 87 Numeric V76 88 88 Numeric V77 89 89 Numeric V78 90 90 Numeric V79 91 91 Numeric V80 92 92 Numeric V81 93 93 Numeric V82 94 94 Numeric V83 95 95 Numeric V84 96 96 Numeric V85 97 97 Numeric V86 98 101 Numeric V87 102 102 Numeric V88 103 103 Numeric V89 104 104 Numeric V90 105 105 Numeric V91 106 106 Numeric V92 107 108 Numeric V93 109 109 Numeric V94 110 110 Numeric V95 111 111 Numeric V96 112 112 Numeric V97 113 113 Numeric V98 114 114 Numeric V99 115 115 Numeric V100 116 117 Numeric V101 118 118 Numeric V102 119 119 Numeric V103 120 120 Numeric V104 121 121 Numeric V105 122 122 Numeric V106 123 123 Numeric V107 124 124 Numeric V108 125 125 Numeric V109 126 126 Numeric V110 127 127 Numeric V111 128 128 Numeric V112 129 129 Numeric V113 130 130 Numeric V114 131 131 Numeric V115 132 132 Numeric V116 133 133 Numeric V117 134 134 Numeric V118 135 135 Numeric V119 136 136 Numeric V120 137 137 Numeric V121 138 138 Numeric V122 139 139 Numeric V123 140 140 Numeric V124 141 141 Numeric V125 142 142 Numeric V126 143 143 Numeric V127 144 144 Numeric V128 145 145 Numeric V129 146 146 Numeric V130 147 147 Numeric V131 148 148 Numeric V132 149 149 Numeric V133 150 150 Numeric V134 151 151 Numeric V135 152 153 Numeric V136 154 154 Numeric V137 155 155 Numeric V138 156 156 Numeric V139 157 157 Numeric V140 158 158 Numeric V141 159 159 Numeric V142 160 160 Numeric V143 161 161 Numeric V144 162 162 Numeric V145 163 163 Numeric V146 164 164 Numeric V147 165 165 Numeric V148 166 166 Numeric V149 167 167 Numeric V150 168 168 Numeric V151 169 169 Numeric V152 170 170 Numeric V153 171 171 Numeric V154 172 172 Numeric V155 173 173 Numeric V156 174 174 Numeric V157 175 175 Numeric V158 176 176 Numeric V159 177 177 Numeric V160 178 178 Numeric V161 179 179 Numeric V162 180 180 Numeric V163 181 181 Numeric V164 182 182 Numeric V165 183 183 Numeric V166 184 184 Numeric V167 185 185 Numeric V168 186 186 Numeric V169 187 187 Numeric V170 188 188 Numeric V171 189 189 Numeric V172 190 190 Numeric V173 191 191 Numeric V174 192 192 Numeric V175 193 193 Numeric V176 194 194 Numeric V177 195 195 Numeric V178 196 196 Numeric V179 197 197 Numeric V180 198 198 Numeric V181 199 199 Numeric V182 200 200 Numeric V183 201 201 Numeric V184 202 202 Numeric V185 203 203 Numeric V186 204 204 Numeric V187 205 206 Numeric V188 207 208 Numeric V189 209 210 Numeric V190 211 211 Numeric V191 212 212 Numeric V192 213 213 Numeric V193 214 214 Numeric V194 215 215 Numeric V195 216 216 Numeric V196 217 217 Numeric V197 218 218 Numeric V198 219 219 Numeric V199 220 220 Numeric V200 221 221 Numeric V201 222 222 Numeric V202 223 223 Numeric V203 224 224 Numeric V204 225 225 Numeric V205 226 226 Numeric V206 227 227 Numeric V207 228 228 Numeric V208 229 229 Numeric V209 230 230 Numeric V210 231 231 Numeric V211 232 232 Numeric V212 233 233 Numeric V213 234 234 Numeric V214 235 235 Numeric V215 236 236 Numeric V216 237 237 Numeric V217 238 238 Numeric V218 239 239 Numeric V219 240 240 Numeric V220 241 241 Numeric V221 242 242 Numeric V222 243 243 Numeric V223 244 244 Numeric V224 245 245 Numeric V225 246 246 Numeric V226 247 247 Numeric V227 248 248 Numeric V228 249 249 Numeric V229 250 250 Numeric V230 251 251 Numeric V231 252 252 Numeric V232 253 253 Numeric V233 254 254 Numeric V234 255 255 Numeric V235 256 256 Numeric V236 257 257 Numeric V237 258 258 Numeric V238 259 259 Numeric V239 260 260 Numeric V240 261 261 Numeric V241 262 262 Numeric V242 263 263 Numeric V243 264 264 Numeric V244 265 265 Numeric V245 266 266 Numeric V246 267 267 Numeric V247 268 268 Numeric V248 269 269 Numeric V249 270 270 Numeric V250 271 271 Numeric V251 272 272 Numeric V252 273 273 Numeric V253 274 274 Numeric V254 275 275 Numeric V255 276 276 Numeric V256 277 277 Numeric V257 278 278 Numeric V258 279 279 Numeric V259 280 280 Numeric V260 281 281 Numeric V261 282 282 Numeric V262 283 283 Numeric V263 284 285 Numeric V264 286 289 Numeric V265 290 290 Numeric V266 291 291 Numeric V267 292 292 Numeric V268 293 293 Numeric V269 294 294 Numeric V270 295 296 Numeric V271 297 297 Numeric V272 298 299 Numeric V273 300 300 Numeric V274 301 302 Numeric V275 303 307 Numeric V276 308 312 Numeric V277 313 313 Numeric V278 314 314 Numeric V279 315 315 Numeric V280 316 316 Numeric V281 317 317 Numeric V282 318 318 Numeric V283 319 319 Numeric V284 320 320 Numeric V285 321 321 Numeric V286 322 323 Numeric V287 324 324 Numeric V288 325 326 Numeric V289 327 328 Numeric V290 329 330 Numeric V291 331 332 Numeric V292 333 334 Numeric V293 335 335 Numeric V294 336 336 Numeric V295 337 337 Numeric V296 338 338 Numeric V297 339 339 Numeric V298 340 340 Numeric V299 341 341 Numeric V300 342 342 Numeric V301 343 343 Numeric V302 344 344 Numeric V303 345 345 Numeric V304 346 346 Numeric V305 347 347 Numeric V306 348 348 Numeric V307 349 350 Numeric V308 351 352 Numeric V309 353 355 Numeric V310 356 356 Numeric V311 357 358 Numeric V312 359 360 Numeric V313 361 363 Numeric V314 364 364 Numeric V343 365 365 Numeric V344 366 366 Numeric V345 367 367 Numeric PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION ESTONIA I STAGE, 1983 Field Work The first-stage survey was conducted between late November of 1982 and May of 1983. It embraced more than 3,400 students graduating from general secondary, specialized secondary, and vocational secondary schools, who had entered these educational establishments after graduating from the 8th grade of fundamental school. The survey was conducted in 157 study groups that were chosen in accordance with the sample design. After selection of the study groups, the respective school administrators were contacted, and the concrete time for the survey was agreed upon. The first-stage survey was conducted in classroom by a member of the research group; there were no outsiders in the classroom when it was administered. In his(her) short introduction, the person administering the questionnaire summarized the nature and aims of the research and pointed out that the survey is not anonymous but that the information obtained would be used only for scientific purposes and presented in statistically generalized ways. The students were told that the study had a long-term character and that they would be surveyed several times in the future. The students were also told that no one at school could read the completed questionnaires because they were given directly to the sociologist who was conducting the survey. Almost all of the students agreedto complete the questionnaire. More than half (55%)of the respondents wrote their answers directly on the printed questionnaire, while the rest (45%) wrote them on coding lists in which only the question numbers and codes of scale points were written. The coding lists were used to economize paper. In all schools, interviewers also copied the names of the students in the surveyed groups. The names of the students and information about their parents (address, phone number) were also recorded. The first-stage survey was administered by about 10 members of the research groups (see above), all of whom were university-educated, were experienced infield work, and had participated in designing the research and the questionnaire. In addition, all received special instructions before the survey. PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION ESTONIA, I STAGE: 1983 SAMPLE DESIGN The 1983 Estonian sample represents the cohort of all students graduating in 1983 from vocational secondary schools, specialized secondary schools, and general secondary schools in Estonia, who had entered these types of secondary schools after graduating from the 8th grade of fundamental school (this means that graduating students who had entered vocational secondary schools or specialized secondary schools after graduating from some type of secondary school are excluded). The total size of this educational cohort in Estonia in 1983 was 15,636 (statistics on the cohort were obtained from three educational ministries of the Republic of Estonia in the autumnof 1982).This makes up approximately (exact statistics are not available) 90% of all full-time graduating students of all types of secondary schools in 1983 and 82.7 % of the birth cohort in 1965. The composition of the cohort and the sample are described in more detail in Tables 1-20 according to the criteria of representativeness. Students of 157 study groups were surveyed in 1983. The number of the surveyed students exceeded 3,400. On the basis of this nonrepresentative "sample" 12 representative subsamples (Estonian national sample, 3 subsamples of main types of secondary schools, and 8 subsamples of the subtypes of secondary schools)were created. Each of these subsamples represents proportionally: 1) Main types of populated centers where the schools are located; 2) Main territorial units of Estonia; 3) Both languages of instruction (Estonian and Russian) in schools; 4) Main fields of study; 5) All 8 subtypes of secondary education (this criterion is relevant only for subsamples of the main types of secondary education and the national sample. Subsamples can be distinguished by the combinations of V3 (main type of secondary school), V9 (subtype of secondary school), and V343 (code of subsample). V343 is coded as follows: 1 = Respondents in the national sample; 2 = Respondents added to the national sample to form subsamples of the main types of secondary schools; 3 = Respondents added to subsamples of the main types of secondary schools to form subsamples of subtypes of secondary schools; 4 = The remaining respondents who are not members of any representative subsample (the so-called "reserve") The sampling procedures were done by hand as follows: 1. All the existing study groups of the graduating students were classified according to the criteria of representativeness. 2. From each cell of this classification definite number of study groups were randomly chosen for survey so that they guaranteed proportional national subsample and other planned subsamples according to the criteria of represantiveness. 3. The completed questionnaires of each study group were numbered randomly without skipping any number. 4. The formula for coding V343 was established for every surveyed study group according to the quotas in each cell of classification. This formula established how many respondents of the given study group would belong to the national subsample, and to the other subsamples. The general form of this formula is as follows: N = A + B + C + D N: number of questionnaires in the given group A: number of questionnaires to be given code 1 on V343 B: number of questionnaires to be given code 2 on V343 C: number of questionnaires to be given code 3 on V343 D: number of questionnaires to be given code 4 on V343 This formula prescribes that the first A questionnaire in a given study group should be given code 1, the next B given code 2, and so on to the end of the study group. 5. The questionnaires of each study group were coded in accordance with the formula of coding. As a result of these procedures 12 representative subsamples were chosen. The main characteristics of them are following: National subsample Subsamples of main Subsamples of subtypes types of secondary of secondary education education 1.National sample 2.Sample of the VSS 5. Sample of RVSS N= 1,520 P= 9.7% N= 709 P= 21.7% N= 203 P= 25.9% 6. Sample of UVSS N= 506 P= 20.4% 3.Sample of SSS 7. Sample of ASSS N= 739 P= 30.1% N= 289 P= 32.9% 8. Sample of ISSS N= 305 P= 28.3% 9: Sample of HSSS N= 145 P= 33.0% 4. Sample of GSS 10.Sample of GSSO N= 946 P= 9.5% N= 778 P= 9.3% 11.Sample of GSS9 N= 399 P= 29.5% 12.Sample of GSS1 N= 161 P= 54.4% N: number of respondents in the subsample P: percent of surveyed students from the total size of the corresponding (sub)cohort (for example, P = 9.7% for National sample means, that this subsample includes 9.7% of all graduating students of all types of secondary schools in 1983; P = 21.7% for sample of VSS means that this subsample includes 21.7 % of all graduating students of VSS in 1983. etc.) VSS: Vocational secondary schools RVSS: Rural vocational secondary schools UVSS: Urban vocational secondary schools SSS: Specialized secondary schools ASSS - Agricultural specialized secondary schools ISSS - Industrial specialized secondary schools HSSS - Humanitarian specialized secondary schools GSS: General secondary schools GSSO - Ordinary forms of general secondary schools GSS9 - Special type of general secondary school since form 9 GSS1 - Special type of general secondary school since form 1 In Tables 1-8 below, basic characteristics for the cohort are presented. In Tables 9-20 percentage distributions of all subsamples and corresponding subcohort are compared. Differences between the distributions give some indication of the representativeness of the sample. The following abbreviations are used in Tables 9-20: Cohort: percentage distribution of the cohort; Sample: percentage distribution of the subsample; Diff: difference between the corresponding percentages of the sample and the cohort; NF: Not fixed. This concerns only the field of polytechnical training of the graduating students of GSSO, which was not fixed because of the lack of corresponding statistics for the cohort. Main Conclusions about Sample Representativeness 1. In each subsample, all subgroups of the students distinguished by the criteria of representativeness are represented in all subsamples. Only two very small groups of students are not represented in the subsamples: a) Russian students of the RVSS (the total number in the cohort was 24, comprising 0.2% of the whole cohort); b) Fitters (their weight in RVSS was 1.7% and in the whole cohort 0.1%). 2. The mean absolute deviations are fairly small (see the last row of each tables 9-20). The mean deviation is minimal in the national subsample (0.7%) and exceeds 3% in only three subsamples (ISSS = 3.6%, GSS9 = 3.2%, GSS1 = 5.5%). 3. The national subsample is of the best quality, in which no single deviation exceeds 3%. The maximum single deviation is 6% in the subsamples of UVSS, HSSS, GSS0, GSS9, VSS, SSS, and GSS. In the remaining subsamples, the maximum single deviations are bigger and in one instance it exceeds 18.5% (GSS1). For more details see Tables 9 to 20. Table 1. Frequency distribution of the TYPE OF POPULATED CENTERS in which the school is located for the COHORT by the SUBTYPE of secondary school. ABSOLUTE NUMBERS --------------------------------------------------------------------------- Code RVSS UVSS ASSS ISSS HSSS GSSO GSS9 GSS1 --------------------------------------------------------------------------- . . . . . . . . . 1 Up to 2,000 inhabitants 610 21 767 51 0 1093 75 0 2 2,000-5,000 0 43 61 0 0 889 70 0 3 5,000-10,000 114 0 51 0 0 677 26 0 4 10,000-25,000 59 0 0 124 71 1213 259 0 5 25,000-100,000 0 932 0 169 50 1414 149 61 6 Tartu (pop. 110,000) 0 300 0 0 142 600 284 39 7 Tallinn (pop. 450,000) 0 1182 0 734 177 2445 488 196 --------------------------------------------------------------- Total 783 2478 879 1078 440 8331 1351 296 Table 2. Frequency distribution of the REGION in which the school is located for the COHORT by the SUBTYPE of secondary school. --------------------------------------------------------------------------- Code RVSS UVSS ASSS ISSS HSSS GSS0 GSS9 GSS1 --------------------------------------------------------------------------- 1 Tallinn 0 1182 0 734 177 2445 488 196 2 Tartu 0 300 0 0 142 600 284 39 3 North 453 0 250 0 57 1436 68 0 4 North East 0 799 0 220 50 1223 30 0 5 West 59 176 182 0 0 1048 158 61 6 Central 138 21 264 51 14 897 120 0 7 South East 133 0 183 73 0 682 203 0 ---------------------------------------------------------------- Total 783 2478 879 1078 440 8331 1351 296 Table 3 . Frequency distribution of the LANGUAGE OF INSTRUCTION for the COHORT by the SUBTYPE of secondary school. --------------------------------------------------------------------------- Code RVSS UVSS ASSS ISSS HSSS GSS0 GSS9 GSS1 --------------------------------------------------------------------------- 6 Estonian 759 1108 879 609 330 5170 1205 233 2 Russian 24 1370 0 469 110 3161 146 63 --------------------------------------------------------------------------- Total 783 2478 879 1078 440 8331 1351 296 --------------------------------------------------------------------------- Table 4 . Frequency distribution of the FIELD OF STUDY for the COHORT by the SUBTYPE of secondary school. (empty positions mean 0) --------------------------------------------------------------------------- Code RVSS UVSS ASSS ISSS HSSS GSS0 GSS9 GSS1 --------------------------------------------------------------------------- SPECIALTIES OF UVSS AND ISSS 01 machine- and instrument building 470 183 02 power engineering, radio electronics 356 175 03 construction 491 133 04 transportation 320 324 05 production of consumer goods 500 139 06 food industry 167 101 07 finances, planning 0 23 08 trade 174 0 -------------------------------- Total 2478 1078 SPECIALTIES OF HSSS 09 medicine 174 10 education, culture 142 11 music, applied art 124 -------------------------------------- Total 440 FIELDS OF SPECIAL AND POLYTECHNICAL TRAINING OF GSS 14 art, music 73 51 15 natural sciences 546 0 16 the humanities 732 245 17 drivers NF 18 plant growing and animal husbandry NF 19 mechanization of agriculture NF 20 industrial specialties 21 trade, service industries, catering NF 22 other NF -------------------------------------------------------- Total 8331 1351 296 SPECIALTIES OF RVSS 23 tractor drivers 618 24 mechanization of land improvement 97 25 fitters 13 26 electrification of agriculture 24 27 vegetable growing 31 -------------- Total 783 SPECIALTIES OF ASSS 28 agricultural book-keeping 47 29 agronomy 181 30 horticulture, apiculture 92 31 animal husbandry 132 32 veterinary science 35 33 mechanization of agriculture 194 34 electrification of agriculture 16 35 mechanization of land improvement 45 36 mechanization of farms 92 37 silviculture 45 ------------------------- Total 879 Table 5. Absolute and percentage distribution of the TYPE OF POPULATED CENTER in which the school is located for the COHORT and the MAIN TYPE of secondary school. --------------------------------------------------------------------------- VSS SSS GSS Total N % N % N % N % --------------------------------------------------------------------------- 1 Up to 2,000 inhabitants 631 19.3 818 34.1 1168 11.7 2617 16.7 2 2,000-5,000 43 1.3 61 2.5 959 9.6 1063 6.8 3 5,000-10,000 114 3.5 51 2.1 703 7.0 868 5.6 4 10,000-25,000 59 1.8 195 8.1 1472 14.8 1726 11.0 5 25,000-100,000 932 28.6 219 9.1 1624 16.3 2775 17.7 6 Tartu (pop. 110,000) 300 9.2 142 5.9 923 9.3 1365 8.7 7 Tallinn (pop. 450,000) 1182 36.2 911 38.0 3129 31.4 5222 33.4 --------------------------------------------------------------- Total 3261 100% 2397 100% 9978 100% 15,636 100% --------------------------------------------------------------------------- Table 6. Absolute and percentage distribution of the REGION in which the school is located for the COHORT by the MAIN TYPE of secondary school. --------------------------------------------------------------------------- VSS SSS GSS Total N % N % N % N % --------------------------------------------------------------------------- 1 Tallinn 1182 36.2 911 38.0 3129 31.4 5222 33.4 2 Tartu 300 9.2 142 5.9 923 9.3 1365 8.7 3 North 453 13.9 307 12.8 1504 15.1 2264 14.5 4 North East 799 24.5 270 11.3 1253 12.6 2322 14.9 5 West 235 7.2 182 7.6 1267 12.7 1684 10.8 6 Central 159 4.9 329 13.7 1017 10.2 1505 9.6 7 South East 133 4.1 256 10.7 885 8.9 1274 8.1 ---------------------------------------------------------------- Total 3261 100% 2397 100% 9978 100% 15,636 100% Table 7. Absolute and percentage distribution of the LANGUAGE OF INSTRUCTION for the COHORT by the MAIN TYPE of secondary school. --------------------------------------------------------------------------- VSS SSS GSS Total N % N % N % N % --------------------------------------------------------------------------- 1 Estonian 1867 57.3 1818 75.8 6608 66.2 10,293 65.8 2 Russian 1394 42.7 579 24.2 3370 33.8 5343 34.2 ------------------------------------------------------------ Total 3261 100% 2397 100% 9978 100% 15,636 100% --------------------------------------------------------------------------- Table 8. Absolute and percentage distribution of the FIELD OF STUDY for the COHORT by the MAIN TYPE of secondary school. (empty positions mean zero) --------------------------------------------------------------------------- VSS SSS GSS Total N % N % N % N % --------------------------------------------------------------------------- SPECIALTIES OF VSS AND SSS 01 machine- and instrument building 470 14.4 183 7.6 653 4.2 02 power engineering, radio electronics 356 10.9 175 7.3 531 3.4 03 construction 491 15.1 133 5.5 624 4.0 04 transportation 320 9.8 324 13.5 644 4.1 05 production of consumer goods 500 15.3 139 5.8 639 4.1 06 food industry 167 5.1 101 4.2 268 1.7 07 finances, planning 23 9.6 23 0.1 08 trade 174 5.3 174 1.1 09 medicine 174 7.3 174 1.1 10 education, culture 142 5.9 142 0.9 11 music, applied art in SSS 124 5.2 124 0.8 FIELDS OF SPECIAL AND VOCATIONAL TRAINING OF GSS 14 art, music in GSS 124 1.2 124 0.8 15 natural sciences 546 5.5 546 3.5 16 the humanities 977 9.8 977 6.2 17 drivers NF NF 18 plant growing and animal husbandry NF NF 19 mechanization of agriculture NF NF 20 industrial specialties NF NF 21 trade, service industries, catering NF NF 22 other NF NF Total not fixed 8,331 83.5 8,331 53.3 SPECIALTIES OF VSS 23 tractor drivers 618 19.0 618 4.0 24 mechanization of land improvement 97 3.0 97 0.6 25 fitters 13 0.4 13 0.1 26 electrification of agriculture 24 0.7 24 0.2 27 vegetable growing 31 1.0 31 Continuation of Table 8 --------------------------------------------------------------------------- VSS SSS GSS Total N % N % N % N % --------------------------------------------------------------------------- SPECIALTIES OF SSS 28 agricultural book-keeping 47 2.0 47 0.3 29 agronomy 181 7.6 181 1.2 30 horticulture, apiculture 92 3.8 92 0.6 31 animal husbandry 132 5.5 132 0.8 32 veterinary science 35 1.5 35 0.2 33 mechanization of agriculture 194 8.1 194 1.2 34 electrification of agriculture 16 0.7 16 0.1 35 mechanization of land improvement 45 1.9 45 0.3 36 mechanization of farms 92 3.8 92 0.6 37 silviculture 45 1.9 45 0.3 ------------------------------------------------------------ TOTAL 3261 100% 2397 100% 9978 100% 15,636 100% --------------------------------------------------------------------------- Table 9 . RVSS (Rural vocational secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 77.9 68.0 - 9.9 2 2,000-5,000 0 0 0 3 5,000-10,000 14.6 21.2 + 6.6 4 10,000-25,000 7.5 10.8 + 3.3 5 25,000-100,000 0 0 0 6 Tartu (110,000 inhabitants) 0 0 0 7 Tallinn (450,000 inhabitants) 0 0 0 ---------------------------------------------------------------- REGION 1 Tallinn 0 0 0 2 Tartu 0 0 0 3 North 57.9 47.3 -10.6 4 North East 0 0 0 5 West 7.5 10.8 + 3.3 6 Central 17.6 24.1 + 6.5 7 South East 17.0 17.7 + 0.7 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 96.9 100.0 + 3.1 2 Russian 3.1 0 - 3.1 ---------------------------------------------------------------- FIELD OF STUDY 23 tractor drivers 78.9 78.8 - 0.1 24 mechanization of land improvement 12.4 12.3 - 0.1 25 fitters 1.7 0 - 1.7 26 electrification of agriculture 3.1 3.0 - 0.1 27 vegetable growing 4.0 5.9 + 1.9 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 2.0 Table 10. UVSS (Urban vocational secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 0.8 2.8 + 2.0 2 2,000-5,000 1.7 1.6 - 0.1 3 5,000-10,000 0 0 0 4 10,000-25,000 0 0 0 5 25,000-100,000 37.6 34.2 - 3.4 6 Tartu (110,000 inhabitants 12.1 14.2 + 2.1 7 Tallinn (450,000 inhabitants) 47.7 47.2 - 0.5 ---------------------------------------------------------------- REGION 1 Tallinn 47.7 47.2 - 0.5 2 Tartu 12.1 14.2 + 2.1 3 North 0 0 0 4 North East 32.2 27.5 - 4.7 5 West 7.1 8.3 + 1.2 6 Central 0.8 2.8 + 2.0 7 South East 0 0 0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 44.7 47.2 + 2.5 2 Russian 55.3 52.8 - 2.5 ---------------------------------------------------------------- FIELD OF STUDY 01 machine- and instrument building 19.0 20.6 + 1.6 02 power engineering, radio electronics 14.4 9.3 - 5.1 03 construction 19.8 24.1 + 4.3 04 transportation 12.9 6.9 - 6.0 05 production of consumer goods 20.2 20.6 + 0.4 06 food industry 6.7 7.7 + 1.0 07 finances, planning 0 0 0 08 trade 7.0 10.9 + 3.9 ------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 1.9 Table 11. ASSS (Agricultural specialized secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 87.3 78.5 - 8.8 2 2,000-5,000 6.9 7.3 + 0.4 3 5,000-10,000 5.8 14.2 + 8.4 4 10,000-25,000 0 0 0 5 25,000-100,000 0 0 0 6 Tartu (110,000 inhabitants) 0 0 0 7 Tallinn (450,000 inhabitants) 0 0 0 ---------------------------------------------------------------- REGION 1 Tallinn 0 0 0 2 Tartu 0 0 0 3 North 28.4 33.2 + 4.8 4 North East 0 0 0 5 West 20.7 20.1 - 0.6 6 Central 30.0 24.2 - 5.8 7 South East 20.8 22.5 + 1.7 LANGUAGE OF INSTRUCTION 6 Estonian 100.0 100.0 0 2 Russian 0 0 0 ---------------------------------------------------------------- FIELD OF STUDY 28 agricultural book-keeping 5.3 5.5 + 0.2 29 agronomy 20.6 19.7 - 0.9 30 horticulture, apiculture 10.5 10.0 - 0.5 31 animal husbandry 15.0 14.9 - 0.1 32 veterinary science 4.0 4.2 + 0.2 33 mechanization of agriculture 22.1 22.1 0 34 electrification of agriculture 1.8 7.3 + 5.5 35 mechanization of land improvement 5.1 4.8 - 0.3 36 mechanization of farms 10.5 4.8 - 5.7 37 silviculture 5.1 6.6 + 1.5 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATION 1.7 Table 12. ISSS (Industrial specialized secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 4.7 8.9 + 4.2 2 2,000-5,000 0 0 0 3 5,000-10,000 0 0 0 4 10,000-25,000 11.5 8.2 - 3.3 5 25,000-100,000 15.7 24.3 + 8.6 6 Tartu (110,000 inhabitants) 0 0 0 7 Tallinn (450,000 inhabitants) 68.1 58.7 - 9.4 ---------------------------------------------------------------- REGION 1 Tallinn 68.1 58.7 - 9.4 2 Tartu 0 0 0 3 North 0 0 0 4 North East 20.4 24.3 + 3.9 5 West 0 0 0 6 Central 4.7 8.9 + 4.2 7 South East 6.8 8.2 + 1.4 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 56.5 49.8 - 6.7 2 Russian 43.5 50.2 + 6.7 ---------------------------------------------------------------- FIELD OF STUDY 01 machine- and instrument building 17.0 14.8 - 2.2 02 power engineering, radio electronics 16.2 12.5 - 3.7 03 construction 12.3 9.5 - 2.8 04 transportation 30.1 42.3 +12.2 05 production of consumer goods 12.9 8.2 - 4.7 06 food industry 9.3 8.9 - 0.4 07 finances, planning 2.1 3.9 + 1.8 08 trade 0 0 0 --------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 3.6 Table 13. HSSS (Humanities-specialized secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 0 0 0 2 2,000-5,000 0 0 0 3 5,000-10,000 0 0 0 4 10,000-25,000 16.1 16.6 + 0.5 5 25,000-100,000 11.4 11.7 + 0.3 6 Tartu (110,000 inhabitants) 32.3 30.3 - 2.0 7 Tallinn (450,000 inhabitants) 40.2 41.4 + 1.2 ---------------------------------------------------------------- REGION 1 Tallinn 40.2 41.4 + 1.2 2 Tartu 32.3 30.3 - 2.0 3 North 13.0 16.6 + 3.6 4 North East 11.4 11.7 + 0.3 5 West 0 0 0 6 Central 3.2 0 - 3.2 7 South East 0 0 0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 75.0 73.1 - 1.9 2 Russian 25.0 26.9 + 1.9 ---------------------------------------------------------------- FIELD OF STUDY 09 medicine 39.5 37.2 - 2.3 10 education, culture 32.3 32.4 + 0.1 11 music, applied art 28.2 30.3 + 2.1 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 1.2 Table 14. GSS0 (Ordinary forms of general secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 13.1 14.7 + 1.6 2 2,000-5,000 10.7 11.4 + 0.7 3 5,000-10,000 8.7 6.2 - 2.5 4 10,000-25,000 14.6 16.2 + 1.6 5 25,000-100,000 17.0 16.2 - 0.8 6 Tartu (110,000 inhabitants) 7.2 7.8 + 0.6 7 Tallinn (450,000 inhabitants) 29.3 27.5 - 1.8 ---------------------------------------------------------------- REGION 1 Tallinn 29.3 27.5 - 1.8 2 Tartu 7.2 7.8 + 0.6 3 North 17.2 13.8 - 3.4 4 North East 14.7 15.8 + 1.1 5 West 12.6 11.7 - 0.9 6 Central 10.8 10.2 - 0.6 7 South East 8.2 13.2 + 5.0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 62.1 58.0 - 4.1 2 Russian 37.9 42.0 + 4.1 ---------------------------------------------------------------- FIELD OF STUDY 16 the humanities NF 2.2 17 drivers NF 19.9 18 plant growing and animal husbandry NF 9.9 19 mechanization of agriculture NF 4.9 20 industrial specialties NF 15.0 21 trade, service industries, catering NF 36.8 22 other NF 5.1 --------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 2.0 Table 15. GSS9 (Special form of general sec. sch. since form 9): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 5.6 3.3 - 2.3 2 2,000-5,000 5.2 6.0 + 0.8 3 5,000-10,000 1.9 3.8 + 1.9 4 10,000-25,000 19.2 19.3 + 0.1 5 25,000-100,000 11.0 11.0 0 6 Tartu (110,000 inhabitants) 21.0 26.6 + 5.6 7 Tallinn (450,000 inhabitants) 36.1 30.1 - 6.0 ---------------------------------------------------------------- REGION 1 Tallinn 36.1 30.1 - 6.0 2 Tartu 21.0 26.6 + 5.6 3 North 5.0 12.5 + 7.5 4 North East 2.2 5.0 + 2.8 5 West 11.7 2.0 - 9.7 6 Central 8.9 9.8 + 0.9 7 South East 15.0 14.0 - 1.0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 89.2 86.5 - 2.7 2 Russian 10.8 13.5 + 2.7 ---------------------------------------------------------------- FIELD OF STUDY 14 art, music 5.4 6.3 + 0.9 15 natural sciences 40.4 42.4 + 2.0 16 the humanities 54.2 51.4 - 2.8 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 3.2 Table 16. GSS1 (Special form of general sec. sch. since form 1): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 0 0 0 2 2,000-5,000 0 0 0 3 5,000-10,000 0 0 0 4 10,000-25,000 0 0 0 5 25,000-100,000 20.6 19.3 - 1.3 6 Tartu (110,000 inhabitants) 13.2 31.7 +18.5 7 Tallinn (450,000 inhabitants) 66.2 49.1 -17.1 ---------------------------------------------------------------- REGION 1 Tallinn 66.2 49.1 -17.1 2 Tartu 13.2 31.7 +18.5 3 North 0 0 0 4 North East 0 0 0 5 West 20.6 19.3 - 1.3 6 Central 0 0 0 7 South East 0 0 0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 78.7 85.1 + 6.4 2 Russian 21.3 14.9 - 6.4 ---------------------------------------------------------------- FIELD OF STUDY 14 art, music 17.2 8.7 - 8.5 15 natural sciences 0 0 0 16 the humanities 82.8 91.3 + 8.5 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 5.5 Table 17. VSS (Vocational secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 19.3 21.4 + 2.1 2 2,000-5,000 1.3 1.1 - 0.2 3 5,000-10,000 3.5 6.1 + 2.6 4 10,000-25,000 1.8 3.1 + 1.3 5 25,000-100,000 28.6 24.4 - 4.2 6 Tartu (110,000 inhabitants) 9.2 10.2 + 1.0 7 Tallinn (450,000 inhabitants) 36.2 33.7 - 2.5 ---------------------------------------------------------------- REGION 1 Tallinn 36.2 33.7 - 2.5 2 Tartu 9.2 10.2 + 1.0 3 North 13.9 13.5 - 0.4 4 North East 24.5 19.6 - 4.9 5 West 7.2 9.0 + 1.8 6 Central 4.9 8.9 + 4.0 7 South East 4.1 5.1 + 1.0 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 57.3 62.3 + 5.0 2 Russian 42.7 37.7 - 5.0 ---------------------------------------------------------------- FIELD OF STUDY 01 machine- and instrument building 14.4 14.7 + 0.3 02 power engineering, radio electronics 10.9 6.6 - 4.3 03 construction 15.1 17.2 + 2.1 04 transportation 9.8 4.9 - 4.9 05 production of consumer goods 15.3 14.7 - 0.6 06 food industry 5.1 5.5 + 0.4 08 trade 5.3 7.8 + 2.5 23 tractor drivers 19.0 22.6 + 3.6 24 mechanization of land improvement 3.0 3.5 + 0.5 25 fitters 0.4 0 - 0.4 26 electrification of agriculture 0.7 0.8 + 0.1 27 vegetable growing 1.0 1.7 + 0.7 ---------------------------------------------------------------- SUBTYPES OF SECONDARY SCHOOLS RVSS 24.0 28.6 + 4.6 UVSS 76.0 71.4 - 4.6 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 2.3 Table 18. SSS (Specialized secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 34.1 34.4 + 0.3 2 2,000-5,000 2.5 2.8 + 0.3 3 5,000-10,000 2.1 5.5 + 3.4 4 10,000-25,000 8.1 6.6 - 1.5 5 25,000-100,000 9.1 12.3 + 3.2 6 Tartu (110,000 inhabitants) 5.9 6.0 + 0.1 7 Tallinn (450,000 inhabitants) 38.0 32.3 - 5.7 ---------------------------------------------------------------- REGION 1 Tallinn 38.0 32.3 - 5.7 2 Tartu 5.9 6.0 + 0.1 3 North 12.8 16.2 + 3.4 4 North East 11.3 12.3 + 1.0 5 West 7.6 7.8 + 0.2 6 Central 13.7 13.1 - 0.6 7 South East 10.7 12.2 + 1.5 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 75.8 74.0 - 1.8 2 Russian 24.2 26.0 + 1.8 ---------------------------------------------------------------- FIELD OF STUDY 01 machine- and instrument building 7.6 6.1 - 1.5 02 power engineering, radio electronics 7.3 5.1 - 2.2 03 construction 5.5 3.9 - 1.6 04 transportation 13.5 17.5 + 4.0 05 production of consumer goods 5.8 3.4 - 2.4 06 food industry 4.2 3.7 - 0.5 07 finances, planning 9.6 1.6 - 8.0 09 medicine 7.3 7.3 0 10 education, culture 5.9 6.4 + 0.5 11 music, applied art 5.2 6.0 + 0.8 28 agricultural book-keeping 2.0 2.2 + 0.2 29 agronomy 7.6 7.7 + 0.1 30 horticulture, apiculture 3.8 3.9 + 0.1 31 animal husbandry 5.5 5.8 + 0.3 32 veterinary science 1.5 1.6 + 0.1 33 mechanization of agriculture 8.1 8.7 + 0.6 34 electrification of agriculture 0.7 2.8 + 2.1 35 mechanization of land improvement 1.9 1.9 0 36 mechanization of farms 3.8 1.9 - 1.9 37 silviculture 1.9 2.6 + 0.7 ---------------------------------------------------------------- SUBTYPES OF SECONDARY SCHOOLS ASSS 36.7 39.1 + 2.4 ISSS 45.0 41.3 - 3.7 HSSS 18.4 19.6 + 1.2 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 1.7 Table 19. GSS (General secondary schools): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 11.7 12.8 + 1.1 2 2,000-5,000 9.6 9.9 + 0.3 3 5,000-10,000 7.0 6.7 - 0.3 4 10,000-25,000 14.8 15.8 + 1.0 5 25,000-100,000 16.3 16.0 - 0.3 6 Tartu (110,000 inhabitants) 9.3 10.0 + 0.7 7 Tallinn (450,000 inhabitants) 31.4 28.9 - 2.5 ---------------------------------------------------------------- REGION 1 Tallinn 31.4 28.9 - 2.5 2 Tartu 9.3 10.0 + 0.7 3 North 15.1 12.9 - 2.2 4 North East 12.6 13.6 + 1.0 5 West 12.7 10.9 - 1.8 6 Central 10.2 11.0 + 0.8 7 South East 8.9 12.7 + 3.8 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 66.2 63.3 - 2.9 2 Russian 33.8 36.7 + 2.9 ---------------------------------------------------------------- FIELD OF STUDY 14 art, music 1.2 1.2 0 15 natural sciences 5.5 6.0 + 0.5 16 the humanities 9.8 12.4 + 2.6 17 drivers NF 16.4 18 plant growing and animal husbandry NF 8.1 19 mechanization of agriculture NF 4.0 20 industrial specialties NF 12.4 21 trade, service industries, catering NF 30.2 22 other NF 4.2 Total not fixed 83.5 ---------------------------------------------------------------- SUBTYPES OF SECONDARY SCHOOLS GSS0 83.5 82.2 - 1.3 GSS9 13.5 14.8 + 1.3 GSS1 3.0 3.0 0 ---------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 1.4 Table 20. The overall educational cohort (national sample): differences between the percentage distributions of the cohort and the sample according to the criteria of representativeness.. ---------------------------------------------------------------- Cohort Sample Diff ---------------------------------------------------------------- TYPE OF SETTLEMENT 1 Up to 2,000 inhabitants 16.7 17.3 + 0.6 2 2,000-5,000 6.8 6.7 - 0.1 3 5,000-10,000 5.6 5.9 + 0.3 4 10,000-25,000 11.0 11.7 + 0.7 5 25,000-100,000 17.7 18.4 + 0.7 6 Tartu (110,000 inhabitants) 8.7 9.0 + 0.3 7 Tallinn (450,000 inhabitants) 33.4 30.9 - 2.5 ---------------------------------------------------------------- REGION 1 Tallinn 33.4 30.9 - 2.5 2 Tartu 8.7 9.0 + 0.3 3 North 14.5 12.4 - 2.1 4 North East 14.9 16.1 + 1.2 5 West 10.8 9.6 - 1.2 6 Central 9.6 11.1 + 1.5 7 South East 8.1 11.0 + 2.9 ---------------------------------------------------------------- LANGUAGE OF INSTRUCTION 6 Estonian 65.8 62.8 - 3.0 2 Russian 34.2 37.2 + 3.0 ---------------------------------------------------------------- FIELD OF STUDY 01 machine- and instrument building 4.2 3.5 - 0.7 02 power engineering, radio electronics 3.4 2.0 - 1.4 03 construction 4.0 5.0 + 1.0 04 transportation 4.1 4.7 + 0.6 05 production of consumer goods 4.1 5.2 + 1.1 06 food industry 1.7 2.1 + 0.4 07 finances, planning 0.1 0 - 0.1 08 trade 1.1 1.9 + 0.8 09 medicine 1.1 1.3 + 0.2 10 education, culture 0.9 0.8 - 0.1 11 music, applied art in SSS 0.8 0.9 + 0.1 14 art, music in GSS 0.8 0.7 - 0.1 15 natural sciences 3.5 3.7 + 0.2 16 the humanities 6.2 7.7 + 1.5 17 drivers NF 10.2 18 plant growing and animal husbandry NF 5.1 19 mechanization of agriculture NF 2.5 20 industrial specialties NF 7.7 21 trade, service industries, catering NF 18.8 22 other NF 2.6 Total not fixed 53.3 23 tractor drivers 4.0 4.1 + 0.1 24 mechanization of land improvement 0.6 0.4 - 0.2 25 fitters 0.1 0 - 0.1 26 electrification of agriculture 0.2 0.1 - 0.1 27 vegetable growing 0.2 0.2 0 28 agricultural book-keeping 0.3 0.3 0 29 agronomy 1.2 1.3 + 0.1 30 horticulture, apiculture 0.6 0.6 0 31 animal husbandry 0.8 0.9 + 0.1 32 veterinary science 0.2 0.3 + 0.1 33 mechanization of agriculture 1.2 1.2 0 34 electrification of agriculture 0.1 0.5 + 0.4 35 mechanization of land improvement 0.3 0.3 0 36 mechanization of farms 0.6 0.3 - 0.3 37 silviculture 0.3 0.3 0 --------------------------------------------------------------- SUBTYPES OF SECONDARY SCHOOLS 1 RVSS 5.0 4.7 - 0.3 2 UVSS 15.8 16.6 + 0.8 3 ASSS 5.6 5.9 + 0.3 4 ISSS 6.9 7.6 + 0.7 5 HSSS 2.8 3.0 + 0.2 6 GSS0 53.3 51.2 - 2.1 7 GSS9 8.6 9.1 + 0.5 8 GSS1 1.9 1.8 - 0.1 --------------------------------------------------------------- MEAN OF THE ABSOLUTE VALUES OF DEVIATIONS 0.7 SAMPLE DESIGN 1983 ESTONIAN SURVEY PATHS OF GENARATION: LONGITUDNAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION ESTONIA, I STAGE: 1983 PRIMARY PUBLICATIONS Titma, M. "Education in the former USSR . A tool of Ideology and a factor of National Re-awakening". In: K.Schleicher (ed.), Nationalism in Education. Frankfurt: Peter Lang, 1993, pp. 153-190. Titma, M., and N. Tuma. "Stratification Research in a Changing World". In Mach, Z., J. Mucha, and J. Szmatka (eds.), At the Threshold of Changes: Eastern Europe before the Collapse of State Socialism, Vol. I. In A Series on Society in Transition: East European Contributions to Social Sciences. Amsterdam: Elsevier. Titma, M., E. Saar, A. Matulionis, P. Kenkmann, and M. Achmane. "A Study of Young People Who Attained Secondary Education in the Baltic Soviet Republics in 1983". In: Titma, M., P. Kenkmann, A. Matulionis, and M. Taljunaite (eds.), Sociological Research in the Baltic Soviet Republics. Part I. Vilnius: Institute of Philosophy, Sociology and Law, 1986, pp. 5-93. Kenkmann, P. "The Fall of State Socialism and the Situation of Youth". In: Youth in the Changing Baltic Countries. Tartu: Tartu University, 1991, pp.10-17. Past, A. "Reproduction of Agriculturl Population from the Point of View of System ic and Structural Changes: A Comparison of Finland, Hungary and Estonia". In: Youth in the Changing Baltic Countries. Tartu: Tartu University, 1991, pp.27- 39. Saarniit, Y. "Changes in the Value Orientations of Estonian Youth from 1966 to 1990". In: Youth in the Changing Baltic Countries. Tartu: Tartu University, 1991, pp.53-58. Saar, E. "Family Background and Education Opportunities: A Comparison of Some Regions of Some Regions of the Soviet Union". In: Youth in the Changing Baltic Countries. Tartu: Tartu University, 1991, pp.40-52. Voormann, R. "Gender Disproportions in Education". In: Youth in the Changing Baltic Countries. Tartu: Tartu University,1991, pp.59-66. PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONADARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION ESTONIA, I STAGE: 1983 CODEBOOK 1. Questionnaire's No. 2. Region 1 Moldova 2 Byelorussia 3 Lithuania 4 Latvia 5 Estonia 3. Type of education 1 general secondary 2 specialized secondary 3 vocational education (The values of the first three variables were written on the cover of the questionnaire) e.q. 151 - 5 - 2 (question- (region) (type of naire's No.) education) 4. Birth date The last number of the year + month e.q. March 1964 = 403 Oct. 1965 = 510 (This variable is excluded from the data file) 5. No. of study group 1 Elva Secondary school 2 Alatskivi Secondary school 3 Kallaste Vocational Secondary School No 5 (electrification of agriculture) 4 Paide Vocational Secondary School No 25 (mechanization of land improvement) 5 Vaimela State Farm - Specialized Agricultural School (electrification of agriculture) 6 Vaimela State Farm - Specialized Agricultural School (veterinary science) 7 Olustvere State Farm - Specialized Agricultural School (apiculture) 8 Olustvere State Farm - Specialized Agricultural School (agronomy) 9 Varu Industrial Specialized Secondary School (manufacture of furniture) 10 Kuremaa State Farm - Specialized Agricultural School (stock breeding) 11 Joneda State Farm - Specialized Agricultural School (agronomy) 12 Tihemetsa State Farm - Specialized Agricultural School (mechanization of agriculture) 13-14 Poltsamaa Rural Vocational School (tractor driving) 15-16 Tihemetsa State Farm - Specialized Agricultural School (tractor driving) 17 Rapina State Farm - Specialized Agricultural School (horticulture) 18 Kehtna State Farm - Specialized Agricultural School (mechanization of land improvement) 19 Turi State Farm - Specialized Agricultural School (stock breeding) 20 Janeda State Farm - Specialized Agricultural School (agronomy) 21 Kaarepere State Farm - Specialized Agricultural School (silviculture) 22 Vana-Voidu State Farm - Specialized Agricultural School 23 Antsla State Farm - Specialized Agricultural School (agronomy) 24 Jarva-Jaani Rural Vocational School No 31 (tractor driving) 25 Vana-Vigala Rural Vocational School No 29 (tractor driving) 26 Vana-Vigala Rural Vocational School No 29 (tractor driving) 27 Urban Vocational School No 6 (fitters-electricians) 28 Urban Vocational School No 6 29 Urban Vocational School No 6 (fitters) 30 Tartu Art School 31 Tallinn Medical School 32 Tallinn Nautical School 33-34 Oisu Industrial Specialized Secondary School (technology of food industry) 35 Kohtla-Jarve Chemical Specialized Secondary School (technology of anorganic substances) 36 Kohtla-Jarve Chemical Specialized Secondary School (installing and repairing of industrial equipment) 37 Turi State Farm - Specialized Agricultural School (electrification of agriculture) 38 Kallaste Vocational School No 5 (electrification) 39 Kohtla-Jarve Medical School 40 Tartu Urban Vocational School No 16 (house-painting) 41 Tartu Urban Vocational School No 17 (turners) 42 Tartu Urban Vocational School No 17 (cookery) 43 Tartu Urban Vocational School No 17 (shop assistants) 44 Vocational School No 6 (electricians) 45 Tartu Secondary School No 12 (grade 11B) 46 Haademeeste Secondary School 47 Kuressaare Secondary School No 1 (grade 11C) 48 Poltsamaa Secondary School (grade 11B) 49 Tallinn Medical School (hospital mursing) 50 Vana-Vigala Rural Vocational School (vegetable growing) 51-52 Helme Rural Vocational School (tractor driving) 53 Tartu Music School 54 Kuressaare Vocational School No 26 (tractor driving) 55-56 Tallinn Specialized Secondary School of Railroad Transport 57 Narva Vocational School No 8 (weavers) 58 Vocational School No 1 (type setters) 59 Vocational School No 1 (ship equipment) 60 Kadrina Secondary School 61 Otepaa Secondary School 62 Vocational School No 24 (confectioners) 63 Vocational School No 24 (shop assistants) 64 Narva Polytechnical School (industrial and civil construction) 65 Tartu Secondary School No 6 (grade 10B) 66 Parnu Secondary School No 3 (grade 10A) 67-68 Rakvere Pedagogical School (pre-school education) 69 Tallinn Polytechnical School (communications) 70 Tallinn Polytechnical School (radio communications) 71 Tallinn Polytechnical School (computers) 72 Kohtla-Jarve Vocational School No 20 73 Parnu Secondary School No 2 (grade 11C) 74 Vocational School No 22 (welding) 75 Sindi Vocational School No 7 (weavers) 76-77 Tallinn Specialized Secondary School for Construction and Mechanics (autoservice) 78 Vocational School No 11 (crane driving) 79 Tallinn Specialized Secondary School of Railroad Transport (engines) 80 Narva Vocational School No 8 (weavers) 81 Tallinn Vocational School No 10 (carpenters) 82 Parnu Vocational School No 13 (fitters) 83 Vocational School No 20 (bulldozer drivers) 84 Tallinn Secondary School No 44 (grade 11C) 85 Tallinn Secondary School No 30 (grade 10A) 86 Kohila Secondary School 87 Narva Vocational School No 14 (welders) 88 Tallinn Secondary School No 11 89 Vocational School No 32 (tailors) 90 Mustvee Secondary School No 2 (grade 10A) 91 Tartu Secondary School No 2 (grade 11A, the English language) 92 Tartu Secondary School No 2 (grade 11B, the English language) 93 Valga Secondary School No 1 (physics, mathematics) 94 Tartu Secondary School No 8 (the Estonian language and literature) 95 Tartu Secondary School No 5 (biology) 96 Noo Secondary School (grade 11A, mathematics) 97 Noo Secondary School (grade 11B, physics) 98 Antsla Secondary School (the Russian language) 99 Rakvere Secondary School No 3 (grade 11A, chemistry) 100 Tallinn Secondary School No 7 (grade 11B) 101 Kohtla-Jarve Secondary School No 5 (mathematics, physics) 102 Tartu Secondary School No 6 (grade 11A) 103 Pussi Secondary School 104 Tallinn Secondary School No 1 (grade 11C, mathematics, physics) 105 Tallinn Secondary School No 46 (art) 106 Tallinn Secondary School No 26 (grade 10A, the English language) 107 Rapina Secondary School 108 Tallinn Secondary School No 26 (grade 10B) 109 Vocational School No 10 110 Vocational School No 21 111 Paide Secondary School No 2 (grade 10) 112 Tartu Secondary School No 10 (grade 11B) 113 Tallinn Secondary School No 5 (grade 10) 114 Tallinn Secondary School No 43 (grade 11A) 115 Tallinn Secondary School No 5 (grade 10) 116 Voru Secondary School No 1 (grade 11C) 117 Vastseliina Secondary School (grade 11B) 118 Tartu Secondary School No 1 (grade 11B) 119 Specialized Secondary School of Light Indsutry (book-keeping) 120 Keila Secondary School 121 Tartu Secondary School No 5 (chemistry) 122 Kohtla-Jarve Secondary School No 3 (grade 10) 123 Tallinn Secondary School No 37 (grade 11B) 124 Tallinn Secondary School No 37 (grade 11A) 125 Rakvere Secondary School No 3 (grade 11B) 126 Rakvere Secondary School No 3 (grade 11B) 127 Tallinn Secondary School No 44 (grade 11B, the English language) 128 Tartu Secondary School No 3 (grade 11D, the German language) 129 Viljandi Secondary School No 4 (grade 11A, history) 130 Voru Secondary School No 2 (grade 10A) 131 Parnu Secondary School No 1 (grade 11B) 132 Viljandi Secondary School No 1 (grade 11C) 133 Tallinn Secondary School No 16 134 Viljandi Secondary School No 5 (grade 11A, the Russian language) 135 Kohtla-Jarve Secondary School No 2 (grade 10A) 136 Tapa Secondary School No 2 137 Kilingi-Nomme Secondary School (grade 11A) 138 Taebla Secondary School 139 Rakvere Secondary School No 1 (grade 11A, mathematics, physics) 140 Parnu Secondary School No 4 (grade 11C) 141 Vandra Secondary School (grade 11B) 142 Vocational School No 13 (cabinet-makers) 143 Tallinn Secondary School No 4 (the Russian language) 144 Marjamaa Secondary School 145 Tallinn Secondary School No 44 (grade 11A, chemistry) 146 Narva Secondary School No 6 147 Tallinn Secondary School No 50 (grade 10A) 148 Tallinn Secondary School No 15 (grade 10B) 149 Tallinn Secondary School No 50 (grade 10B) 150 Tallinn Secondary School No 42 (grade 11A, the German language) 151 Kohtla-Jarve Secondary School No 1 152 Kivioli Secondary School No 2 (grade 10B) 153 Tallinn Secondary School No 10 (grades 11A, 11B) 154 Tallinn Pedagogical School (pre-school education) 155 Tallinn Secondary School No 51 (grade 10A) 156 Rapina Secondary School (german language) 157 Vastseliina Secondary School (russian language) 6. Time of the survey 1 November 1982 2 December 1982 3 January 1983 4 February 1983 5 March 1983 6 April 1983 7 May 1983 8 June 1983 7. Home county (city) 0 Narva 1 Tallinn 2 Eastern Viru county 3 Western Viru county 4 Harju county 5 Rapla county 6 Jarva county 7 Western county 8 Hiiumaa 9 Saaremaa 10 Parnu county 11 Viljandi county 12 Tartu city and county 13 Jogeva county 14 Valga county 15 Polva county 16 Voru county 17 Outside Estonia 8. Type of home settlement (community) 1 Tallinn 2 Other large cities (Tartu, Narva, Kohtla-Jarve, Parnu) 3 Cities and towns with more than 5,000 inhabitants 4 Towns with less than 5,000 inhabitants 5 Rural settlements 9. What type of secondary school do you attend? 1 Rural vocational school 2 Urban vocational school 3 Agricultural specialized secondary school 4 Industrial specialized secondary school 5 Other types of specialized secondary school 6 Common grade of general secondary school 7 Special (academic) grade of general secondary school (since grade 9) 8 Special (academic) grade of general secondary school (since grade 1 or 2) 10. Field of study 01 machine- and instrument building in specialized secondary schools: metal processing, installing and repairing of industrial equipment, technology of chemical and oil-shale industry, installing of automatic equipment in vocational schools: fitters, turners, welders 02 power engineering, radio electronics, communications in specialized secondary schools: power stations and networks, industrial power equipments, radio- and telecommunications in vocational schools: electricians, fitters 03 construction in specialized secondary schools: industrial and civil construction, building machinery and equipment in vocational schools: masons, painters, etc. 04 transportation in specialized secondary schools: autoservice, exploitation of roads and railroads, navigation in vocational schools: navigation, fitters 05 production of consumer goods in specialized secondary schools: textile, leather, wood, furniture, and printing industry 06 food industry in specialized secondary schools: technology of food industry in vocational schools: cooks, confectioners 07 finances, planning in specialized secondary schools: book-keeping 08 trade in vocational schools: salesgirls-cashiers 09 medicine in specialized secondary schools: medical nurses, midwives 10 education, culture in specialized secondary schools: pre-school education, club work 11 music, applied art in specialized secondary schools: ballet, instrumental and vocal music, conducting, artistic moulding of stone, wood, and leather 12-13 other Secondary school majors 14 art, music 15 natural sciences 16 the humanities 17 drivers 18 plant growing and animal husbandry 19 mechanization of agriculture 20 industrial specialities 21 trade, service industries, catering 22 other Vocational school majors 23 tractor drivers 24 mechanization of land improvement 25 fitters 26 electrification of agriculture 27 vegetable growing Specialities in agricultural secondary schools 28 agricultural book-keeping 29 agronomy 30 horticulture, apiculture 31 animal husbandry 32 veterinary science 33 mechanization of agriculture 34 electrification of agriculture 35 mechanization of land improvement 36 mechanization of farms 37 silviculture 11. Are you likely to continue your future studies or occupational work using the theoretical or practical training you received at secondary school? 1 no 2 rather not 3 maybe 4 surely 12. Average grade of the leaving-certificate of fundamental school 1 3.5 or less 2 3.5-4.0 3 4.0-4.5 4 4.5-5.0 5 5.0 13. The average grade of the last academic year 1 3.5 or less 2 3.5-4.0 3 4.0-4.5 4 4.5-5.0 5 5.0 14. The latest grade in mathematics (on report card) 1 3.0 or less 2 3.0-4.0 3 4.0-5.0 4 5.0 15. The latest grade in history (on report card) 1 3.0 or less 2 3.0-4.0 3 4.0-5.0 4 5.0 16. The latest grade in native tongue (on report card) 1 3.0 or less 2 3.0-4.0 3 4.0-5.0 4 5.0 17. Where do you rank in your class according to your academic success? 4 among the first third 3 among the first half 2 in the middle 1 among the last third 18. Language of instruction Estonian Russian Compare your abilities with those of your peers 19. In the humanities 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 20. In the sciences 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 21. Musical abilities 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 22. In the arts 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 23. Technical abilities 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 24. In manual work 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 25. Organizational aptitudes 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 26. In mental work 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 27. Will-power 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 28. Ability in arranging your time 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 29. Ability to associate with people 4 my abilities are significantly higher 3 my abilities are somewhat higher 2 my abilities are about the average 1 my abilities are below the average 30. Do you have any favorite subject at school? 1 none 2 one 3 two 4 three or more 31. Are there subjects which seem too difficult for you? 1 none 2 one 3 two 4 three or more People study in order to... 32. ...achieve better material security 4 surely 3 rather 2 rather not 1 surely not 33. ...attain a desired speciality, profession 4 surely 3 rather 2 rather not 1 surely not 34. ...obtain profound knowledge about the subjects that are studied 4 surely 3 rather 2 rather not 1 surely not 35. ...attain a secure positio in society 4 surely 3 rather 2 rather not 1 surely not 36. ...enjoy student's life as such 4 surely 3 rather 2 rather not 1 surely not 37. ...do clean and easy work 4 surely 3 rather 2 rather not 1 surely not 38. ...develop one's personality 4 surely 3 rather 2 rather not 1 surely not 39. ...achieve certain prestige in society 4 surely 3 rather 2 rather not 1 surely not 40. ...obtain the respect of friends 4 surely 3 rather 2 rather not 1 surely not 41. ...develop one's abilities and skills 4 surely 3 rather 2 rather not 1 surely not 42. ...understand better the world and life 4 surely 3 rather 2 rather not 1 surely not 43. ...better succeed in life 4 surely 3 rather 2 rather not 1 surely not 44. ...become a good professional 4 surely 3 rather 2 rather not 1 surely not 45. ...live and work among educated people 4 surely 3 rather 2 rather not 1 surely not 46. ...be more useful to society 4 surely 3 rather 2 rather not 1 surely not 47. ...develop one's aptitudes in the chosen field 4 surely 3 rather 2 rather not 1 surely not 48. How much time do you spend on preparing home lessons? 1 no more than half an hour 2 0.5-1 hour 3 2-3 hours 4 more than 3 hours 49. Do you have played truant? 4 often 3 sometimes 2 rarely 1 never 50. Is school a pleasant place for you? 4 yes 3 rather 2 rather not 1 no Attitude toward studies and other school activities. How do you agree... 51. Good marks require hard work from me 4 fully 3 almost 2 partially 1 not at all 52. I try to manage with minimal efforts at school 4 fully 3 almost 2 partially 1 not at all 53. I have earned greatest recognition in studies and social work 4 fully 3 almost 2 partially 1 not at all 54. Studies often arouse my interest toward certain problems and there- fore I study more than is necessary for earning good grades 4 fully 3 almost 2 partially 1 not at all 55. I have never considered studies too important 4 fully 3 almost 2 partially 1 not at all 56. I have used to fulfil school's orders and regulations without objection 4 fully 3 almost 2 partially 1 not at all 57. At the end of lessons I feel tired and exhausted 4 fully 3 almost 2 partially 1 not at all 58. Studies give me great satisfaction 4 fully 3 almost 2 partially 1 not at all 59. I fulfil more pleasantly routine tasks than those which require straining of thought 4 fully 3 almost 2 partially 1 not at all 60. Where do you live? At hostel On rented living- space With relatives With parents in a communal flat With parents in a separate flat With parents in a private house Does your family have a... 61. private house 2 yes 1 no 62. summer home 2 yes 1 no 63. cooperative flat 2 yes 1 no 64. private car 2 yes 1 no 65. color TV-set 2 yes 1 no 66. stereo radio 2 yes 1 no 67. new furniture 2 yes 1 no 68. works of art 2 yes 1 no 69. books (more than 200) 2 yes 1 no 70. sports equipment 2 yes 1 no 71. tape recorder 2 yes 1 no 72. plot of land 2 yes 1 no 73. domestic animals 2 yes 1 no Do you yourself have a... 74. bike 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 75. moped 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 76. motor-bike 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 77. tape recorder 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 78. record-player 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 79. musical instrument 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 80. sports equipment 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 81. photo equipment 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 82. desk of your own 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 83. room of your own 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 84. pocket calculator 4 yes 3 intend to get in the near future 2 intend to get in a more distant future 1 do not intend to get it 85. Do you have any "pocket-money"? 1 no, I spend all I receive on food and clothing 2 yes, I have usually a small sum of money I can use on sweets, diversion, etc. 3 I have money for everything 86. How much money a week do you have for personal needs? 87. What are your possibilities for getting clothes? 1 I get any clothes I want 2 although I cannot get the most fashionable clothes I have everything I need 3 I have only those clothes that are absolutely necessary 4 I have to manage with modest clothing 88. Compare your material situation with that of your classmates 1 my material situation is far better 2 my situation is somewhat better 3 my situation does not differ from that of the majority of my classmates 4 my material situation is worse How much time did you spend on the following activities over the past year? 89. Going to the theater, concerts, exhibitions 4 very much 3 rather much 2 rather little 1 not at all 90. Listening to radio, watching TV, reading newspapers 4 very much 3 rather much 2 rather little 1 not at all 91. Going to the cinema 4 very much 3 rather much 2 rather little 1 not at all 92. Going to the parties, discos, cafes 4 very much 3 rather much 2 rather little 1 not at all 93. Studies 4 very much 3 rather much 2 rather little 1 not at all 94. Social work 4 very much 3 rather much 2 rather little 1 not at all 95. Sports, physical culture 4 very much 3 rather much 2 rather little 1 not at all 96. Socializing with friends 4 very much 3 rather much 2 rather little 1 not at all 97. Associating with a beloved person 4 very much 3 rather much 2 rather little 1 not at all 98. Reading fiction 4 very much 3 rather much 2 rather little 1 not at all 99. Hobby 4 very much 3 rather much 2 rather little 1 not at all 100. Which of the above mentioned activities do you like most of all? 1 Going to the theater, concerts, exhibitions 2 Listening to radio, watching TV, reading newspapers 3 Going to the cinema 4 Going to the parties, discoes, cafes 5 Studies 6 Social work 7 Sports,physical culture 8 Socializing with friends 9 Associating with a beloved person 10 Reading fiction 11 Hobby With whom do you spend most frequently your spare time? With whom do you associate? How many are among them... 101. ...class-mates, course-mates none 1-2 3-4 more 102. ...other students none 1-2 3-4 more 103. ...neighbours none 1-2 3-4 more 104. ...persons of other nationalities none 1-2 3-4 more 105. ...fellow-enthusiasts none 1-2 3-4 more 106. ...companions from summer camp none 1-2 3-4 more 107. ...persons who are considerably older than you none 1-2 3-4 more How many are among your friends... 108. ... persons with whom you exchange everyday news, talk about shopping, etc. 4 a lot 3 rather many 2 rather few 1 almost none 109. ... persons with whom your relations are based on mutual favors 4 a lot 3 rather many 2 rather few 1 almost none 110. ... people with deep intellectual interest 4 a lot 3 rather many 2 rather few 1 almost none 111. ... merry companions with whom one can easily relax 4 a lot 3 rather many 2 rather few 1 almost none 112. ... persons who understand you and whom you can always trust 4 a lot 3 rather many 2 rather few 1 almost none 113. ... persons with whom your relations are based on mutual aid in studies 4 a lot 3 rather many 2 rather few 1 almost none How interested are you in... 114. ...politics 4 very much 3 rather 2 not in particular 1 not at all 115. ...sport 4 very much 3 rather 2 not in particular 1 not at all 116. ...economic problems 4 very much 3 rather 2 not in particular 1 not at all 117. ...problems of fashion 4 very much 3 rather 2 not in particular 1 not at all 118. ...problems of culture 4 very much 3 rather 2 not in particular 1 not at all 119. ...problems of sex 4 very much 3 rather 2 not in particular 1 not at all 120. ...nature 4 very much 3 rather 2 not in particular 1 not at all 121. ...technics 4 very much 3 rather 2 not in particular 1 not at all 122. ...problems of moral 4 very much 3 rather 2 not in particular 1 not at all How important are in your opinion the following activities in human life? 123. Studies 4 very important 3 rather important 2 rather unimportant 1 unimportant 124. Social work 4 very important 3 rather important 2 rather unimportant 1 unimportant 125. Going in for sports, physical culture 4 very important 3 rather important 2 rather unimportant 1 unimportant 126. Associating with friends 4 very important 3 rather important 2 rather unimportant 1 unimportant 127. Creating the family 4 very important 3 rather important 2 rather unimportant 1 unimportant 128. Going to the theater, concerts, exhibitions 4 very important 3 rather important 2 rather unimportant 1 unimportant 129. Listening to radio, watching TV 4 very important 3 rather important 2 rather unimportant 1 unimportant 130. Consorting with a beloved person 4 very important 3 rather important 2 rather unimportant 1 unimportant 131. Occupational work 4 very important 3 rather important 2 rather unimportant 1 unimportant 132. Going to the parties, discos, cafes 4 very important 3 rather important 2 rather unimportant 1 unimportant 133. Reading fiction 4 very important 3 rather important 2 rather unimportant 1 unimportant 134. Favorite activity (hobby) 4 very important 3 rather important 2 rather unimportant 1 unimportant 135. Which one of the above mentioned activities do you consider most important in human life? 1 Studies 2 Social work 3 Going in for sports, physical culture 4 Associating with friends 5 Creating the family 6 Going to the theater, concerts, exhibitions 7 Listening to radio, watching TV 8 Consorting with a beloved person 9 Occupational work 10 Going to the parties, discos, cafes 11 Reading fiction 12 Favorite activity, hobby 136. Are you a member of Komsomol? 1 yes 2 no 137. If you are a member of Komsomol, then at what age did you join it? 1 at the age of 14 2 at the age of 15 3 at the age of 16 4 at the age of 17 5 at the age of 18 or later 138. How many social tasks do you have at present? 1 none 2 I have only ir- regular tasks 3 I have one regular task 4 I have two or more regular tasks 139. Do you have any sports rank? 1 no 2 junior rank 3 3rd rank 4 2nd or higher rank Participation in amateur art activities 140. Chorus singing 4 attend at least once a month 3 attend only before performances, concerts 2 do not engage, but would like to 1 no 141. Folk-dance 4 attend at least once a month 3 attend only before performances, concerts 2 do not engage, but would like to 1 no 142. Dramatic circle 4 attend at least once a month 3 attend only before performances, concerts 2 do not engage, but would like to 1 no 143. Pop group 4 attend at least once a month 3 attend only before performances, concerts 2 do not engage, but would like to 1 no 144. Ball-dances 4 attend at least once a month 3 attend only before performances, concerts 2 do not engage, but would like to 1 no Participation in interest clubs and study circles 145. Technical club 3 yes 2 earlier 1 no 146. Club or circle for natural sciences 3 yes 2 earlier 1 no 147. Club or circle for mathematics, physics 3 yes 2 earlier 1 no 148. Club or circle for history, languages, literature 3 yes 2 earlier 1 no 149. Arts club 3 yes 2 earlier 1 no 150. Sport school 3 yes 2 earlier 1 no 151. Music school 3 yes 2 earlier 1 no 153. Do you have attended any subject contest (olympiad)? 1 no 2 yes, in my own school 3 yes, at the level of city, county 4 yes, at the all-Estonian level 154. Do you consider planning your life necessary? 1 not at all 2 rather not 3 quite necessary 4 surely What do you intend to do after the attainment of a secondary education? 155. Go to work 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 156. Continue my studies at university or college 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 157. Continue my schooling at an institution of specialized secondary education 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 158. Create the family 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 159. Intend to improve my material conditions 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 160. Intend to get a flat of my own 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this 161. Intend to change my place of residence 4 immediately after the graduation from secondary school 3 during the next 1-2 years 2 in a more distant future 1 do not intend to do this Attitudes toward possible future social status I am likely to be a... 162. ... agricultural worker 3 in the near future 2 in a more distant future 1 I do not have such desire 163. ... worker (except in agriculture) 3 in the near future 2 in a more distant future 1 I do not have such desire 164. ... employee-nonprofessional 3 in the near future 2 in a more distant future 1 I do not have such desire 165. ... professional with a specialized secondary education 3 in the near future 2 in a more distant future 1 I do not have such desire 166. ... professional with a higher education 3 in the near future 2 in a more distant future 1 I do not have such desire 167. ... manager or administrator 3 in the near future 2 in a more distant future 1 I do not have such desire 168. ... scientist, researcher 3 in the near future 2 in a more distant future 1 I do not have such desire 169. Where would you like to live? 5 in the capital city 4 in a large city 3 in a small city 2 in a rural community 1 in the countryside At what age do you intend to ... 170. ... complete full-time education 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 171. ... start working 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 172. ... choose a stable place of residence 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 173. ... have your own living-space 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 174. ... marry 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 175. ... have your first child 1 before the age of 20 2 20-21 3 22-23 4 24-25 5 26-27 6 28-29 7 at 30 or later 176. When did you become interested in the profession with which you now link your future? 4 in form 8 or earlier 3 in form 8 2 after the attainment of fundamental education (8 forms) 1 quite lately Working in any speciality involves certain standards and requirements. To what degree do you know... 177. ... the standards and requirements of the speciality you have chosen 4 very well 3 well 2 not too well 1 very little 178. ... your abilities for working in this field 4 very well 3 well 2 not too well 1 very little 179. ... the nature of work you have to do 4 very well 3 well 2 not too well 1 very little 180. ... chances of occupational advancement 4 very well 3 well 2 not too well 1 very little 181. ... the system of remuneration 4 very well 3 well 2 not too well 1 very little What do your parents, teachers, friends, and counsellors advise you to do? 182. Father 5 I should continue my schooling 4 I should start working 3 He is in- different 2 I do not know his opinion 1 I do not care about his opinion 183. Mother 5 I should continue my schooling 4 I should start working 3 He is in- different 2 I do not know his opinion 1 I do not care about his opinion 184. Teachers 5 I should continue my schooling 4 I should start working 3 He is in- different 2 I do not know his opinion 1 I do not care about his opinion 185. Friends 5 I should continue my schooling 4 I should start working 3 He is in- different 2 I do not know his opinion 1 I do not care about his opinion 186. Counsellors 5 I should continue my schooling 4 I should start working 3 He is in- different 2 I do not know his opinion 1 I do not care about his opinion What are you likely to be at the age of 30? What do your parents wish you to do at that age? 187. My own wish 1 Collective farmer, agricultural worker 2 Worker in manufacturing, construction, transportation 3 Worker in service industry 4 Employee without special education (nonprofessional) 5 Agricultural specialist 6 Professional in economics, finances 7 Professional in service industry, commerce 8 Teacher 9 Professional in the sphere of culture 10 Engineer 11 Medical professional 12 Manager, administrator 13 Scientist, researcher 14 Creative intellectual (artist, musician, etc.) 15 Lawyer 16 Military, policeman 188. My father's wish 1 Collective farmer, agricultural worker 2 Worker in manufacturing, construction, transportation 3 Worker in service industry 4 Employee without special education (nonprofessional) 5 Agricultural specialist 6 Professional in economics, finances 7 Professional in service industry, commerce 8 Teacher 9 Professional in the sphere of culture 10 Engineer 11 Medical professional 12 Manager, administrator 13 Scientist, researcher 14 Creative intellectual (artist, musician, etc.) 15 Lawyer 16 Military, policeman 189. My mother's wish 1 Collective farmer, agricultural worker 2 Worker in manufacturing, construction, transportation 3 Worker in service industry 4 Employee without special education (nonprofessional) 5 Agricultural specialist 6 Professional in economics, finances 7 Professional in service industry, commerce 8 Teacher 9 Professional in the sphere of culture 10 Engineer 11 Medical professional 12 Manager, administrator 13 Scientist, researcher 14 Creative intellectual (artist, musician, etc.) 15 Lawyer 16 Military, policeman In your opinion, what is the prestige of the following occupations? 190. Live-stock expert 5 high 4 rather high 3 average 2 rather low 1 low 191. Typist 5 high 4 rather high 3 average 2 rather low 1 low 192. Manager 5 high 4 rather high 3 average 2 rather low 1 low 193. Economist 5 high 4 rather high 3 average 2 rather low 1 low 194. Storekeeper 5 high 4 rather high 3 average 2 rather low 1 low 195. Tractor-driver 5 high 4 rather high 3 average 2 rather low 1 low 196. Architect 5 high 4 rather high 3 average 2 rather low 1 low 197. Truck driver 5 high 4 rather high 3 average 2 rather low 1 low 198. Expert in the field of commodities 5 high 4 rather high 3 average 2 rather low 1 low 199. Turner 5 high 4 rather high 3 average 2 rather low 1 low 200. Teacher 5 high 4 rather high 3 average 2 rather low 1 low 201. Shoemaker 5 high 4 rather high 3 average 2 rather low 1 low 202. Scientist 5 high 4 rather high 3 average 2 rather low 1 low 203. Hospital attendant 5 high 4 rather high 3 average 2 rather low 1 low 204. Tailor 5 high 4 rather high 3 average 2 rather low 1 low 205. Waiter 5 high 4 rather high 3 average 2 rather low 1 low 206. Physician 5 high 4 rather high 3 average 2 rather low 1 low 207. Agricultural worker 5 high 4 rather high 3 average 2 rather low 1 low 208. Construction worker 5 high 4 rather high 3 average 2 rather low 1 low 209. Agronomist 5 high 4 rather high 3 average 2 rather low 1 low 210. Actor 5 high 4 rather high 3 average 2 rather low 1 low 211. Milker 5 high 4 rather high 3 average 2 rather low 1 low 212. Book-keeper 5 high 4 rather high 3 average 2 rather low 1 low 213. Fashion maker 5 high 4 rather high 3 average 2 rather low 1 low 214. Shop-assistant 5 high 4 rather high 3 average 2 rather low 1 low 215. Engineer 5 high 4 rather high 3 average 2 rather low 1 low 216. Fitter 5 high 4 rather high 3 average 2 rather low 1 low 217. Nurse 5 high 4 rather high 3 average 2 rather low 1 low 218. Plumber 5 high 4 rather high 3 average 2 rather low 1 low 219. Taxi-driver 5 high 4 rather high 3 average 2 rather low 1 low After the graduation from fundamental school you chose one of the three forms of education - general, specialized, or vocational secondary school. Whose advice or what circumstances did influence your choice? 220. Teachers 4 significantly 3 partially 2 rather not 1 not at all 221. Father 4 significantly 3 partially 2 rather not 1 not at all 222. Mother 4 significantly 3 partially 2 rather not 1 not at all 223. Class-mates 4 significantly 3 partially 2 rather not 1 not at all 224. Form-master, headmaster 4 significantly 3 partially 2 rather not 1 not at all 225. Interest in certain subject or field 4 significantly 3 partially 2 rather not 1 not at all 226. Counsellor 4 significantly 3 partially 2 rather not 1 not at all 227. My hobby 4 significantly 3 partially 2 rather not 1 not at all 228. Example of acquaintances 4 significantly 3 partially 2 rather not 1 not at all 229. Are you satisfied with your choice? 4 fully 3 rather 2 rather not 1 no Try to assess the advantages of the type of secondary education you chose 230. It enables more independence during the studies 4 surely 3 rather 2 rather not 1 no 231. Studies are less strenuous 4 surely 3 rather 2 rather not 1 no 232. It provides better prospects for the future 4 surely 3 rather 2 rather not 1 no 233. It enables material independence 4 surely 3 rather 2 rather not 1 no 234. It enables to develop the personality 4 surely 3 rather 2 rather not 1 no 235. The quality of education is higher 4 surely 3 rather 2 rather not 1 no 236. Would you repeat your choice? 4 surely 3 probably 2 probably not 1 no 237. Which form of secondary education would you choose at present? 1 rural vocational school 2 urban vocational school 3 agricultural specialized secondary school 4 industrial specialized secondary school 5 humanitarian specialized secondary school 6 general secondary school 7 special forms of general secondary school 238. If you intend to continue your schooling after the attainment of a secondary education then when did you decide it? 1 I do not intend to continue my education 2 I decided it quite lately 3 after the attain- ment of fundamental education (8 forms) 4 in form 8 5 in form 7 or earlier Self-appraisal of certain qualities 239. I am popular among the fellow-students 2 yes 1 no 240. I am very worried if I cannot finish secondary school in time 2 yes 1 no 241. I am considered an activist at school 2 yes 1 no 242. I have had conflicts with teachers and school administration 2 yes 1 no 243. I study according to my abilities 2 yes 1 no 244. I study no more than is absolutely necessary 2 yes 1 no 245. Others consider my appearance not pretty 2 yes 1 no Work should enable (to)... 246. ...steady self-improvement 4 very important 3 rather important 2 rather unimportant 1 unimportant 247. ...earn a lot of money 4 very important 3 rather important 2 rather unimportant 1 unimportant 248. ...win the respect of friends 4 very important 3 rather important 2 rather unimportant 1 unimportant 249. ...live peacefully and securely 4 very important 3 rather important 2 rather unimportant 1 unimportant 250. ...obtain a high social position 4 very important 3 rather important 2 rather unimportant 1 unimportant 251. ...associate with people 4 very important 3 rather important 2 rather unimportant 1 unimportant 252. ...be useful to society 4 very important 3 rather important 2 rather unimportant 1 unimportant 253. ...occupational advancement 4 very important 3 rather important 2 rather unimportant 1 unimportant 254. ...do clean and physically easy work 4 very important 3 rather important 2 rather unimportant 1 unimportant 255. ...steadily improve one's knowledge and professional skills 4 very important 3 rather important 2 rather unimportant 1 unimportant 256. ...deal with interesting things 4 very important 3 rather important 2 rather unimportant 1 unimportant 257. ...see the results of one's work 4 very important 3 rather important 2 rather unimportant 1 unimportant 258. ...certain freedom in using working time 4 very important 3 ratherimportant 2 rather unimportant 1 unimportant 259. ...be useful to people 4 very important 3 rather important 2 rather unimportant 1 unimportant 260. ...create new things 4 very important 3 rather important 2 rather unimportant 1 unimportant 261. ...use one's abilities 4 very important 3 rather important 2 rather unimportant 1 unimportant 262. Gender 1 male 2 female 263. Age 264. The age at the beginning of formal schooling One month = 0.08 7 -"- = 0.58 2 months = 0.17 8 -"- = 0.66 3 -"- = 0.25 9 -"- = 0.75 4 -"- = 0.32 10 -"- = 0.83 5 -"- = 0.41 11 -"- = 0.91 6 -"- = 0.50 e.g. 7 years 8 months = 7.66 6 years 10 months = 6.83 etc. What is the state of your health? 265. I have had only colds and minor infectional diseases 1 yes 2 no 266. I have had more serious ailments from which I have fully recovered 1 yes 2 no 267. I suffer from chronic diseases 1 yes 2 no 268. How do you assess the state of your health? 1 my health is good 2 health has not prevented me doing anything 3 health does not enable to do hard physical work 4 because of poor health I cannot participate in most under- takings of my companions 269. Do you smoke? If you do, then how many cigarettes do you consume daily? 1 I do not smoke 2 I smoke occasionally 3 I can do with half a package daily 4 I consume at least a package daily 270. If you smoke then at what age did you begin smoking 271. Do you consume alcohol? 1 practically not 2 rarely 3 quite often (in company) 4 regularly 272. If you consume alcohol then at what age did you begin to do this? 273. Do you have had sexual relations? 1 yes 2 no 274. If you have had such relations then at what age did you begin this? (does not exist in data file) 275. How tall are you? 276. What is your weight? Migration connected with the attainment of a secondary education 277. Birth-place 1 Estonia 2 Russia 3 Other 278. Birth-place 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 279. Father's birth-place 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 280. Mother's birth-place 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 281. Began formal schooling 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 282. Attained fundamental education (8 forms) 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 283. Attained secondary education 1 The capital city 2 A city with at least 100,000 inhabitants 3 A city with 10,000-100,000 inhabitants 4 A small city or town 5 Village 284. Attained fundamental education (8 forms) 1 In a fundamental (8-year) school 2 In a secondary school 285. Father's social group 1 Collective farmers 2 Workers (incl. state farm workers) 3 Employees without postsecondary education 4 Professionals 5 Old age pensioners and home makers 6 Other (the military, police, etc.) 286. Father's sector of employment 1 Manufacturing 2 Construction (excl. agricultural construction) 3 Transportation, communications 4 State farms 5 Commerce, catering 6 Marketing, outfitting 7 Communal economy 8 Service industries 9 Public health, social insurance, physical culture 10 Education, culture, science 11 Finances, insurance, government and state apparatus, social organizations 12 Other organizations and firms 13 Collective farms 14 Collective fisheries 15 Forest husbandry 16 Rural construction 17 Other agriculture-specific sectors 287. Mother's social group 1 Collective farmers 2 Workers (incl. state farm workers) 3 Employees without postsecondary education 4 Professionals 5 Old age pensioners and home makers 6 Other (the military, police, etc.) 288. Mother's sector of employment 1 Manufacturing 2 Construction (excl. agricultural construction) 3 Transportation, communications 4 State farms 5 Commerce, catering 6 Marketing, outfitting 7 Communal economy 8 Service industries 9 Public health, social insurance, physical culture 10 Education, culture, science 11 Finances, insurance, government and state apparatus, social organizations 12 Other organizations and firms 13 Collective farms 14 Collective fisheries 15 Forest husbandry 16 Rural construction 17 Other agriculture-specific sectors 289. Father's social status when he began his career 1 Collective farmer 2 State farm worker 3 Agricultural specialist 4 Worker in manufacturing, construction, transportation 5 Worker in service industry 6 Servicing personnel 7 Employee-nonprofessional 8 Professional in the field of economics, finance, catering 9 Professional in the field of culture or education 10 Engineer 11 Medical professional 12 Administrator or manager 13 Scientist, researcher, professor 14 Creative worker (artist, musician, actor, etc.) 15 Military or policeman 16 Other 290. Mother's social status when she began her career 1 Collective farmer 2 State farm worker 3 Agricultural specialist 4 Worker in manufacturing, construction, transportation 5 Worker in service industry 6 Servicing personnel 7 Employee-nonprofessional 8 Professional in the field of economics, finance, catering 9 Professional in the field of culture or education 10 Engineer 11 Medical professional 12 Administrator or manager 13 Scientist, researcher, professor 14 Creative worker (artist, musician, actor, etc.) 15 Military or policeman 16 Other 291. Father's current occupation 1 Collective farmer 2 State farm worker 3 Agricultural specialist 4 Worker in manufacturing, construction, transportation 5 Worker in service industry 6 Servicing personnel 7 Employee-nonprofessional 8 Professional in the field of economics, finance, catering 9 Professional in the field of culture or education 10 Engineer 11 Medical professional 12 Administrator or manager 13 Scientist, researcher, professor 14 Creative worker (artist, musician, actor, etc.) 15 Military or policeman 16 Other 292. Mother's current occupation 1 Collective farmer 2 State farm worker 3 Agricultural specialist 4 Worker in manufacturing, construction, transportation 5 Worker in service industry 6 Servicing personnel 7 Employee-nonprofessional 8 Professional in the field of economics, finance, catering 9 Professional in the field of culture or education 10 Engineer 11 Medical professional 12 Administrator or manager 13 Scientist, researcher, professor 14 Creative worker (artist, musician, actor, etc.) 15 Military or policeman 16 Other 293. Father's education 1 elementary (4 or less years) 2 5-6 years 3 7-9 years 4 secondary education 5 specialized secondary or some college 6 higher 294. Mother's education 1 elementary (4 or less years) 2 5-6 years 3 7-9 years 4 secondary education 5 specialized secondary or some college 6 higher 295. Father's native tongue 6 Estonian 2 Russian 8 other 296. Mother's native tongue 6 Estonian 2 Russian 8 other 297. Respondent's native tongue (if there are more than one, code 9) 6 Estonian 2 Russian 8 Other 300. Relations between the parents at home were 4 very good 3 rather good 2 rather bad 1 poor Relations between the parents and children 301. I had concrete commitments and tasks at home 4 quite so 3 rather 2 rather not 1 no 302. My parents tried to teach me something 4 quite so 3 rather 2 rather not 1 no 303. I was often punished at home 4 quite so 3 rather 2 rather not 1 no 304. My behaviour and pastimes were closely watched at home 4 quite so 3 rather 2 rather not 1 no 305. I spent spare time with my parents 4 quite so 3 rather 2 rather not 1 no 306. I had often conflicts with my parents 4 quite so 3 rather 2 rather not 1 no 307. Father's field of employment 1 metal industry, machinebuilding 2 road transportation and traffic 3 maritime transportation, fishing 4 air transportation and traffic 5 railroad transportation and traffic 6 communications 7 power engineering, electrification 8 manufacturing 9 mining 10 other technical fields 11 construction and wood processing 12 land cultivation and animal husbandry 13 land improvement 14 forest husbandry 15 service industries 16 commerce, catering 17 education 18 science 19 culture 20 public health 21 clerical workers 22 storing and outfitting 23 communal economy 24 public security (the police, etc.) 25 the military 26 general administration and politics 27 old age pensioners, home-makers 28 other 29 absent or dead 308. Father's rank in the structure of national economy 1 jobs that do not presuppose any special education or training and that are not categorized 2 apprendices 3 jobs that need training but do not presuppose vocational school education (categories 1-5) 4 apprendices 5 specialities that are attained at vocational schools (categories 5 and 6) 6 apprendices 7 employees-non-professionals with general secondary education 8 assistants 9 professionals with a specialized secondary education 10 assistants 11 professionals with a higher education. Middle-level managers and administrators 12 deputies 13 top-level administrators 14 deputies 15 heads and deputy heads of government institutions and ministerial departments 16 workers whose rank cannot be identified 17 professionals whose rank cannot be identified 18 old age pensioners, home-makers 19 other (the military, the police) 20 unknown or dead 309. Father's concrete job Code Rank 1 top-level administrator (manager, head) 13 2 chief engineer 13 3 chief mechanical engineer 13 4 chief power engineer 13 5 other chief specialists 13 6 manager of the shop 13 7 head of the department 13 8 engineer 1-11 9 mechanical engineer 9-11 10 manager of a depot 9-11 11 technician 9 12 foreman 9 13 team-leader 9 Field 1: metal industry, machine-building. Occupations 16 locksmith 3- 5 17 turner 4 18 welder 4 19 fitter 4 20 other Field 2: road transportation 23 driver 5 24 bus driver 5 25 tram and trolly-bus driver 5 26 tractor driver 27 driver of other machines 5 Field 3: maritime transportation and fishing industry 30 fisher 3 Fields 4 & 5: were not specified Field 6: communications 35 postmaster 8 36 postman 2 Field 7: electrification 39 electrician 5 Field 8: various manufacturing 41 weaver, spinner 5 42 seamstress 5 43 other 1- 3 Field 9: mining 46 miner & other mine-specific jobs 3 Field 10: other technical jobs Field 11: construction industry: professionals 50 civil engineer 11 51 team-leader 9-11 blue-collar jobs 52 carpenter, joiner 5 53 mason, brick-layer 5 54 painter, plasterer 5 55 construction worker 3 Field 12: land cultivation and animal husbandry: professionals 58 manager of a state or collective farm 13 59 chief live-stock expert 13 60 chief agronomist 13 61 chief vet 13 62 agronomist 9 or 11 63 live-stock expert 9 or 11 64 veterinary surgeon 11 65 vet's assistant 9 66-67 farm's team-leader 9 blue-collar jobs 68 milkman 3 69-76 farm hands 1 Field 13: land-improvement 79 unskilled worker 1 Field 14: forestry 81 forest guard 2 82 lumberman 1 Field 15: service industries 84 hairdresser 5 85 tailor (cutter) 5 86 receiver of orders 3 87 other 2,5,7 Field 16: trade and catering 90 manager of a shop 9-10 91 salesman or -woman 5 92 cook, confectioner 5 93 barman, waiter 5 94 dish-washer 1 Field 17: education 97 teacher 8-9-11-12 98 manager of a day-care center or kindergarten 10 99 day-care center teacher 100 nurse Field 18: science 103 professor, researcher, lecturer 11(13) Field 19: culture 105 unspecified Field 20: public health 107 physician 11 108 nurse 9 109 doctor's assistant 9 110 hospital attendant 1 Field 21: planning and book-keeping 113 chief book-keeper, chief economist 13 114 book-keeper, economist 7-11 115 administrator in the field of economics 9 116 personnel inspector 8-10 117 accounter 7 118 dispatcher 7 119 secretary 7 120 typist 7 121 cashier 7 122 inspector, instructor 7 Field 22: storing and outfitting 123 expert in the field of commodities 7-11 124 manager of the storehouse 9 125 outfitter 8 126 inspector-controller 7 127 forwarding agent 7 128 storekeeper 2 129 transport worker 1 130 unskilled workers 1 Field 23: communal economy 134 stoker 4 135 watchman 1 136 charwoman 1 137 caretaker 1 Field 24-26: unspecified Field 28: other jobs 143 employee 7 144 worker 145 collective farmer, farm hand Field 27: old age pensioners, home-makers 146 pensioner Field 29: no information 147 unknown or dead 310. The accuracy of coding father's occupational status 1 easy related to a concrete field 2 easy, but not related to any concrete field 3 the specifics of the field is probable 4 the specifics of the field could not be verified 311. Mother's field of employment 1 metal industry, machine-building 2 road transportation and traffic 3 maritime transportation, fishing 4 air transportation and traffic 5 railroad transportation and traffic 6 communications 7 power engineering, electrification 8 manufacturing 9 mining 10 other technical fields 11 construction and wood processing 12 land cultivation and animal husbandry 13 land improvement 14 forest husbandry 15 service industries 16 commerce, catering 17 education 18 science 19 culture 20 public health 21 clerical workers 22 storing and outfitting 23 communal economy 24 public security (the police, etc.) 25 the military 26 general administration and politics 27 old age pensioners, home-makers 28 other 29 absent or dead 312. Mother's rank in the structure of national economy 1 jobs that do not presuppose any special education or training and that are not categorized 2 assistant 3 jobs that need training but do not presuppose vocational school education (categories 1-5) 4 assistant 5 specialities that are attained at vocational schools (categories 5 and 6) 6 assistant 7 employees-non-professionals with general secondary education 8 assistant 9 professionals with a specialized secondary education 10 assistant 11 professionals with a higher education. Middle-level managers and administrators 12 deputies 13 top-level administrators 14 deputies 15 heads and deputy heads of government institutions and ministerial departments 16 workers whose rank cannot be identified 17 professionals whose rank cannot be identified 18 old age pensioners, home-makers 19 other (the military, the police) 20 unknown or dead 313. Mother's concrete job Code Rank 1 top-level administrator (manager, head) 13 2 chief engineer 13 3 chief mechanical engineer 13 4 chief power engineer 13 5 other chief specialists 13 6 manager of the shop 13 7 head of the department 13 8 engineer 1-11 9 mechanical engineer 9-11 10 manager of a depot 9-11 11 technician 9 12 foreman 9 13 team-leader 9 Field 1: metal industry, machine-building. Occupations 16 locksmith 3- 5 17 turner 4 18 welder 4 19 fitter 4 20 other Field 2: road transportation 23 driver 5 24 bus driver 5 25 tram and trolly-bus driver 5 26 tractor driver 27 driver of other machines 5 Field 3: maritime transportation and fishing industry 30 fisher 3 Fields 4 & 5: were not specified Field 6: communications 35 postmaster 8 36 postman 2 Field 7: electrification 39 electrician 5 Field 8: various manufacturing 41 weaver, spinner 5 42 seamstress 5 43 other 1- 3 Field 9: mining 46 miner & other mine-specific jobs 3 Field 10: other technical jobs Field 11: construction industry: professionals 50 civil engineer 11 51 team-leader 9-11 blue-collar jobs 52 carpenter, joiner 5 53 mason, brick-layer 5 54 painter, plasterer 5 55 construction worker 3 Field 12: land cultivation and animal husbandry: professionals 58 manager of a state or collective farm 13 59 chief live-stock expert 13 60 chief agronomist 13 61 chief vet 13 62 agronomist 9 or 11 63 live-stock expert 9 or 11 64 veterinary surgeon 11 65 vet's assistant 9 66-67 farm's team-leader 9 blue-collar jobs 68 milkman 3 69-76 farm hands 1 Field 13: land-improvement 79 unskilled worker 1 Field 14: forestry 81 forest guard 2 82 lumberman 1 83 R Field 15: service industries 84 hairdresser 5 85 tailor (cutter) 5 86 receiver of orders 3 87 other 2,5,7 Field 16: trade and catering 90 manager of a shop 9-10 91 salesman or -woman 5 92 cook, confectioner 5 93 barman, waiter 5 94 dish-washer 1 Field 17: education 97 teacher 8-9-11-12 98 manager of a day care center or kindergarten 10 99 day-care center teacher 100 nurse Field 18: science 103 professor, researcher, lecturer 11(13) Field 19: culture 105 unspecified Field 20: public health 107 physician 11 108 nurse 9 109 doctor's assistant 9 110 hospital attendant 1 Field 21: planning and book-keeping 113 chief book-keeper, chief economist 13 114 book-keeper, economist 7-11 115 administrator in the field of economics 9 116 personnel inspector 8-10 117 accounter 7 118 dispatcher 7 119 secretary 7 120 typist 7 121 cashier 7 122 inspector, instructor 7 Field 22: storing and outfitting 123 expert in the field of commodities 7-11 124 manager of the storehouse 9 125 outfitter 8 126 inspector-controller 7 127 forwarding agent 7 128 storekeeper 2 129- 130 unskilled workers 1 Field 23: communal economy 134 stoker 4 135 watchman 1 136 charwoman 1 137 caretaker 1 Field 24-26: unspecified Field 28: other jobs 143 employee 7 144 worker 145 collective farmer, farm hand Field 27: old age pensioners, home-makers 146 pensioner Field 29: no information 147 unknown or dead 314. The accuracy of coding mother's occupational status 1 easy related to a concrete field 2 easy, but not related to any concrete field 3 the specifics of the field is probable 4 the specifics of the field could not be verified Variables 315-342 are excluded from data file. 315. The economic level of collective and state farms T E S T (J.Holland) 316 P - practical 317 I - intellectual 318 S - social 319 C - conventional 320 E - enterprising 321 A - artistic G A T B (General Aptitude Test Battery) 322 V1 - form perception 323 V2 - spatial aptitude 324 V3 - clerical perception 325 V4 - numerical aptitude 326 V5 - form perception 327 V6 - numerical aptitude 328 V7 - verbal aptitude 329 V8 - motor coordination 330 V13 - numerical aptitude 331 V6 - score of subtests Marks 332 Biology 333 Geography 334 Chemistry 335 Physics 336 Mathematics 337 Drawing 338 Estonian 339 Foreign language 340 History 341 Social sciences 342 x average mark 343 Variable of sample 1 Respondents belonging to national sample 2 Respondents to be added to national sample to create subsamples of the main types of secondary education 3 Respondents to be added to the subsamples of the main types to create subsamples of the subtypes of secondary education 4 The rest of respondents, not belonging to any of representative subsamples (so- called reserve) 344 Type of populated centres in which the school is graduated 1 Up to 2,000 inhabitants 2 2,000-5,000 3 5,000-10,000 4 10,000-25,000 5 25,000-100,000 6 Tartu (110,000 inhabitants) 7 Tallinn (450,000 inhabitants) 345 Region in Estonia in which the school is graduated 1 Tallinn 2 Tartu 3 North 4 North-East 5 West 6 Central 7 South-East PATHS OF GENERATION: LONGITUDINAL COMPARATIVE STUDY OF SECONDARY SCHOOL GRADUATES IN DIFFERENT REGIONS OF THE FORMER SOVIET UNION ESTONIA, I STAGE: 1983 QUESTIONNAIRE 9. What type of secondary school do you attend? 1 Rural vocational school 2 Urban vocational school 3 Agricultural specialized secondary school 4 Industrial specialized secondary school 5 Others types of specialized secondary schools 6 Regular grade of general secondary school 7 Special (academic) grade of general secondary school (since grade 9) 8 Special (academic) grade of general secondary school (since grade 1 or 2) 10. You receive same occupational training as a result of your secondary school studies. What field of study is it? Write. ---------------------------------------------------------------- 11. Are you likely to continue your future studies or occupational work using the theoretical or practical training you received at secondary school? 1 no 2 rather not 3 maybe 4 surely 12. Try to recall your average grade of the leaving-certificate of fundamental school 1 3.50 or below 2 3.51 to 4.00 3 4.01 to 4.50 4 4.51 to 4.99 5 5.00 13. What is your current school performance? Mark your average grade of the last academic year. 1 3.50 or below 2 3.51 to 4.00 3 4.01 to 4.50 4 4.51 to 4.99 5 5.00 Mark the latest grades in....... 14. Mathematics.................. 15. History....................... 16. Native tongue................. 17. Where do you rank in your class according to your academic success? 4 among the first third 3 among the first half 2 in the middle 1 among the last third 18. What is your language of questionnaire? 1 Byelorussian 2 Russian 3 Lithuanian 4 Moldavian 5 Latvian 6 Estonian 7 Polish 9 Tajik 10 Uzbek 11 Bashkir 12 Tatar 13 Ukrainian 8 Other Please, try to compare your abilities with those of your peers ------------------------------------------------------------------------------- My abilities in... Significantly Somewhat About Below higher higher average average ------------------------------------------------------------------------------- 19. ...the humanities 4 3 2 1 20. ...the sciences 4 3 2 1 21. ...musical abilities 4 3 2 1 22. ...the fine arts 4 3 2 1 23. ...technical abilities 4 3 2 1 24. ...manual work 4 3 2 1 25. ...organizational aptitudes 4 3 2 1 26. ...mental work 4 3 2 1 27. ...will-power 4 3 2 1 28. ...ability in planning your time 4 3 2 1 29. ...ability to associate with people 4 3 2 1 30. Do you have any favorite subject at school? 1 none 2 one 3 two 4 three or more 31. Are there subjects which seem too difficult for you? 1 none 2 one 3 two 4 three or more What meaning has studying to your ------------------------------------------------------------------------------- People study Surely Rather Rather Surely in order to... not not ------------------------------------------------------------------------------- 32. ...achieve better material security 4 3 2 1 33. ...attain a desired speciality, profession 4 3 2 1 34. ...obtain profound knowledge about the subjects that are studied 4 3 2 1 35. ...attain a secure position in society 4 3 2 1 36. ...enjoy student's life as such 4 3 2 1 37. ...do clean and easy work 4 3 2 1 38. ...develop one's personality 4 3 2 1 39. ...achieve certain prestige in society 4 3 2 1 40. ...obtain the respect of friends 4 3 2 1 41. ...develop one's abilities and skills 4 3 2 1 42. ...understand better the world and life 4 3 2 1 43. ...better succeed in life 4 3 2 1 44. ...become a good professional 4 3 2 1 45. ...live and work among educated people 4 3 2 1 46. ...be more useful to society 4 3 2 1 47. ...develop one's abilities in the chosen field 4 3 2 1 48. How much time do you spend on preparing home lessons? 1 no more than half an hour 2 30 to 60 minutes 3 2 to 3 hours 4 more than 3 hours 49. Do you have played truant? 4 often 3 sometimes 2 rarely 1 never 50. Is school a pleasant place for you? 4 yes 3 rather 2 rather not 1 no There are different opinions about schooling. We present some statements below. How do you agree... ------------------------------------------------------------------------------- Fully Almost Partially Not at all ------------------------------------------------------------------------------- 51. Good marks require hard work from me 4 3 2 1 52. I try to manage with minimal efforts at school 4 3 2 53. I Have earned greatest recognition in studies and social work 4 3 2 1 54. Studies often arouse my interest toward certain problems and therefore I study more than necessary for earning good grades 4 3 2 1 55. I have never considered studies too important 4 3 2 1 56. I have used to fulfil school's orders and regulations without objection 4 3 2 1 57. At the end of lessons I feel tired and exhausted 4 3 2 1 58. Studies give me great satisfaction 4 3 2 1 59. I fulfil more pleasantly routine tasks than those which require straining of thought 4 3 2 1 HOME LIFE 60. Where do you live? 1 at hostel 2 on a rented living-space 3 with relatives 4 with parents in a communal flat 5 with parents in a separate flat 6 with parents in a private house Which of the following does your family have? ------------------------------------------------------------------------------- Does your family have... Yes No ------------------------------------------------------------------------------- 61. ...a private house 2 1 62. ...a summer home 2 1 63. ...a cooperative flat 2 1 64. ...a private car 2 1 65. ...a color TV-set 2 1 66. ...a stereo radio 2 1 67. ...a new furniture 2 1 68. ...works of art 2 1 69. ...books (more than 200) 2 1 70. ...sports equipment 2 1 71. ...a tape recorder 2 1 72. ...a plot of land 2 1 73. ...domestic animals (cattle, pig, etc) 2 1 Which of the following do you yourself have? ------------------------------------------------------------------------------- Yes Intend to Intend to Do not Do you yourself have... to get in the get in a intend near future more distant to get it future ------------------------------------------------------------------------------- 74. ...a bike 4 3 2 1 75. ...a moped 4 3 2 1 76. ...a motor-bike 4 3 2 1 77. ...a tape recorder 4 3 2 1 78. ...a record-player 4 3 2 1 79. ...a musical instrument 4 3 2 1 80. ...sports equipment 4 3 2 1 81. ...photo equipment 4 3 2 1 82. ...a desk of your own 4 3 2 1 83. ...a room of your own 4 3 2 1 84. ...a pocket calculator 4 3 2 1 85. Some questions about your material conditions. Do you have any "pocket-money"? 1 no, I spend all I receive on food and clothing 2 yes, I have usually a small sum of money I can use on sweets, diversion, etc. 3 I have money for everything 86. How much money a week do you have for personal needs? ................................. rouble 87. What are your possibilities for getting clothes? 1 I get any clothes I want 2 although I cannot get the most fashionable clothes I have everything I need 3 I have only those clothes that are necessary 4 I have to manage with modest clothing 88. Compare your material situation with that of your classmates 1 my material situation is far better 2 my situation is somewhat better 3 my situation does not differ from that of the majority of my classmates 4 my material situation is worse SPARE TIME How much time did you spend on the following activities over the past year? ------------------------------------------------------------------------------- Very Rather Rather Not much much little at all ------------------------------------------------------------------------------- 89. 1 Going to the theater, concert, exhibitions 4 3 2 1 90. 2 Listening to radio, watching TV, reading newspapers 4 3 2 1 91. 3 Going to the cinema 4 3 2 1 92. 4 Going to the parties, discos, cafes 4 3 2 1 93. 5 Studies 4 3 2 1 94. 6 Social work 4 3 2 1 95. 7 Sports, physical culture 4 3 2 1 96. 8 Socializing with friends 4 3 2 1 97. 9 Associating with a beloved person 4 3 2 1 98. 10 Reading fiction 4 3 2 1 99. 11 Hobby 4 3 2 1 100. Circle the number in front of one of above mentioned activities you like most of all With whom you spend most frequently your spare time, with whom do you associate? ------------------------------------------------------------------------------- How many are among them.... None 1-2 3-4 More ------------------------------------------------------------------------------- 101. ...class-mates, course-mates 1 2 3 4 102. ...other students 1 2 3 4 103. ...neighbors 1 2 3 4 104. ...persons of other nationalities 1 2 3 4 105. ...fellow-enthusiasts 1 2 3 4 106. ...companions from summer camps 1 2 3 4 107. ...persons who are considerably older than you 1 2 3 4 There are different causes for contacts between people. How many are among your friends... ------------------------------------------------------------------------------- A lot Rather Rather Almost many few none ------------------------------------------------------------------------------- 108. ...persons with whom you exchange everyday news, 4 3 2 1 talk about shopping, etc. 109. ...persons with whom your relations are based on 4 3 2 1 mutual favors 110. ...people with deep intellectual interests 4 3 2 1 111. ...merry companions with whom one can easily relax 4 3 2 1 112. ...persons who understand you and whom you can 4 3 2 1 always trust 113. ...persons with whom your relations are based on 4 3 2 1 mutual aid in studies How interested are you in..... ------------------------------------------------------------------------------- Very Rather Not in Not at much particular all ------------------------------------------------------------------------------- 114. ...politics 4 3 2 1 115. ...sport 4 3 2 1 116. ...economic problems 4 3 2 1 117. ...problems of fashion 4 3 2 1 118. ...problems of culture 4 3 2 1 119. ...problems of sex 4 3 2 1 120. ...nature 4 3 2 1 121. ...technic 4 3 2 1 122. ...problems of moral 4 3 2 1 How important are in your opinion the following activities in human life? ------------------------------------------------------------------------------- Very Rather Rather Unimpor important important unimportant -tant ------------------------------------------------------------------------------- 123. 1 Studies 4 3 2 1 124. 2 Social work 4 3 2 1 125. 3 Going in for sports, physical culture 4 3 2 1 126. 4 Associating with friends 4 3 2 1 127. 5 Creating the family 4 3 2 1 128. 6 Going to the theater, concerts, exhibitions 4 3 2 1 129. 7 Listening to radio, watching TV 4 3 2 1 130. 8 Consorting with a beloved person 4 3 2 1 131. 9 Occupational work 4 3 2 1 132. 10 Going to the parties discos, cafes 4 3 2 1 133. 11 Reading fiction 4 3 2 1 134. 12 Favorite activity (hobby) 4 3 2 1 135. Circle the number in front of one of the above mentioned activities you consider most important in human life 136. Are you a member of Komsomol? 1 Yes 2 No 137. If you are a member of Komsomol, then at what age did you join it? 1 at the age of 14 2 at the age of 15 3 at the age of 16 4 at the age of 17 5 at the age of 18 or later 138. How many social tasks do you have at present? 1 none 2 I have only irregular tasks 3 I have one regular task 4 I have two or more regular tasks 139. Do you have any sports rank? 1 no 2 junior rank 3 3rd rank 4 2nd or higher rank Do you participate in amateur art activities ? ------------------------------------------------------------------------------- Attend at Attend only Do not engage, No least once before but would a month performances, like to concerts ------------------------------------------------------------------------------- 140. Chorus singing 4 3 2 1 141. Folk-dances 4 3 2 1 142. Dramatic circle 4 3 2 1 143. Pop group 4 3 2 1 144. Ball-dances 4 3 2 1 Do you participate in interest clubs and study circles ? ------------------------------------------------------------------------------- Yes Earlier No ------------------------------------------------------------------------------- 145. Technical club 3 2 1 146. Club or circle for natural sciences 3 2 1 147. Club or circle for mathematics, physics 3 2 1 148. Club or circle for history, languages, literature 3 2 1 149. Arts club 3 2 1 150. Sport school 3 2 1 151. Music school 3 2 1 153. Do you have attended any subject contest (olympiad)? 1 no 2 yes, in my own school 3 yes, at the level of city, county 4 yes, at the all-Estonian level FUTURE PLANS 154. Do you consider planning of your life necessary? 1 not at all 2 rather not 3 quite necessary 4 surely What do you intend to do after the attainment of a secondary education? ------------------------------------------------------------------------------- Immediately During the In a more Do not after the next 1-2 distant intend graduation years future to do from the this secondary school ------------------------------------------------------------------------------- 155. Go to work 4 3 2 1 156. Continue my studies at university or college 4 3 2 1 157. Continue my schooling at an institution of 4 3 2 1 specialized secondary education 158. Create the family 4 3 2 1 159. Intend to improve my material conditions 4 3 2 1 160. Intend to get a flat of my own 4 3 2 1 161. Intend to change my place of residence 4 3 2 1 After the graduation from the high school you can choose an occupation and job. How acceptable would be to you the following versions of choice ? ------------------------------------------------------------------------------- I am likely to be a ... In the In a more I do not have near future distant future such desire ------------------------------------------------------------------------------- 162. ... agricultural worker 3 2 1 163. ... worker (except in agriculture) 3 2 1 164. ... an employee-non- professional 3 2 1 165. ... professional with a specialized 3 2 1 secondary education 166. ... professional with 3 2 1 a higher education 167. ... manager or 3 2 1 administrator 168. ... scientist, 3 2 1 researcher 169. Where would you like to live? 5 in the capital city 4 in a large city 3 in a small city 2 in a rural community 1 in the countryside At what age do you intend to ... ------------------------------------------------------------------------------- Before 20-21 22-23 24-25 26-27 28-29 At 30 the age or of 20 later ------------------------------------------------------------------------------- 170. ... complete full-time 1 2 3 4 5 6 7 education 171. ... start working 1 2 3 4 5 6 7 172. ... choose a stable place of residence 1 2 3 4 5 6 7 173. ... have your own living- space 1 2 3 4 5 6 7 174. ... marry 1 2 3 4 5 6 7 175. ... have your first child 1 2 3 4 5 6 7 176. When did you become interested in the profession with which you now link your future? 4 in form 7 or earlier 3 in form 8 2 after the attainment of fundamental education (8 forms) 1 quite lately Working in any speciality involves certain standards and requirements. To what degree do you know ... ------------------------------------------------------------------------------- Very Well Not Very well too well little ------------------------------------------------------------------------------- 177. ... the standards and requirements of the speciality 4 3 2 1 you have chosen 178. ... your abilities for working in this field 4 3 2 1 179. ... the nature of work you have to do 4 3 2 1 180. ... chances of occupational advancement 4 3 2 1 181. ... the system of remuneration 4 3 2 1 What is your parents, teachers, friends, and counsellors advise you to do after the graduation from the high school? ------------------------------------------------------------------------------- I should I should They are I do not I do not continue my start indifferent know their care about schooling working opinion his opinion ------------------------------------------------------------------------------- 182. Father 5 4 3 2 1 183. Mother 5 4 3 2 1 184. Teachers 5 4 3 2 1 185. Friends 5 4 3 2 1 186. Counsellors5 4 3 2 1 What are you likely to be at the age of 30? What do your parents wish you to do at that age? ------------------------------------------------------------------------------- 187. 188. 189. My own wish My father's My mother's wish wish ------------------------------------------------------------------------------- Collective farmer, 1 1 1 agricultural worker Worker in manufacturing, 2 2 2 construction, transportation Worker in service industry 3 3 3 Employee without special 4 4 4 education (nonprofessional) Agricultural specialist 5 5 5 Professional in economics, 6 6 6 finances Professional in service 7 7 7 industry, commerce Teacher 8 8 8 Professional of culture 9 9 9 Engineer 10 10 10 Medical professional 11 11 11 Manager, administrator 12 12 12 Scientist, researcher 13 13 13 Creative intellectual 14 14 14 (artist, musician, etc.) Lawyer 15 15 15 Military, policeman 16 16 16 Other 17 17 17 It is well-known that occupations are not equally evaluated. In your opinion, what is the prestige of the following occupations? ------------------------------------------------------------------------------- High Rather Average Rather Low high low ------------------------------------------------------------------------------- 190. Live-stock expert 5 4 3 2 1 191. Typist 5 4 3 2 1 192. Manager 5 4 3 2 1 193. Economist 5 4 3 2 1 194. Storekeeper 5 4 3 2 1 195. Tractor- driver 5 4 3 2 1 196. Architect 5 4 3 2 1 197. Truck driver 5 4 3 2 1 198. Expert in commodities 5 4 3 2 1 199. Turner 5 4 3 2 1 200. Teacher 5 4 3 2 1 201. Shoemaker 5 4 3 2 1 202. Scientist 5 4 3 2 1 203. Hospital attendant 5 4 3 2 1 204. Tailor 5 4 3 2 1 205. Waiter 5 4 3 2 1 206. Physician 5 4 3 2 1 207. Agricultural worker 5 4 3 2 1 208. Construction worker 5 4 3 2 1 209. Agronomist 5 4 3 2 1 210. Actor 5 4 3 2 1 211. Milker 5 4 3 2 1 212. Book-keeper 5 4 3 2 1 213. Fashion maker 5 4 3 2 1 214. Shop-assistant 5 4 3 2 1 215. Engineer 5 4 3 2 1 216. Fitter 5 4 3 2 1 217. Nurse 5 4 3 2 1 218. Plumber 5 4 3 2 1 219. Taxi-driver 5 4 3 2 1 After the graduation from fundamental school you chose one of the three forms of education-general, specialized, or vocational secondary school. Whose advice or what circumstances did influence your choice? ------------------------------------------------------------------------------- Significantly Partially Rather Not not at all ------------------------------------------------------------------------------- 220. Teachers 4 3 2 1 221. Father 4 3 2 1 222. Mother 4 3 2 1 223. Class-mates 4 3 2 1 224. Form-master, headmaster 4 3 2 1 225. Interest in certain subject or field 4 3 2 1 226. Counsellor 4 3 2 1 227. My hobby 4 3 2 1 228. Example of acquaintances 4 3 2 1 229. Are you satisfied with you choice ? 4 fully 3 rather 2 rather not 1 no Try to assess the advantages of the type of secondary education you chose. ------------------------------------------------------------------------------- As compared to Surely Rather Rather No other types ... not ------------------------------------------------------------------------------- 230. it enables more independence 4 3 2 1 during the studies 231. studies are less strenuous 4 3 2 1 232. it provides better prospects for the future 4 3 2 1 233. it enables material independence 4 3 2 1 234. it enables to develop the personality 4 3 2 1 235. the quality of education is higher 4 3 2 1 236. Imagine that you were graduating from the 8th grade and had the possibility to choose once again. Would you repeat your choice? 4 surely 3 probably 2 probably not 1 no 237. Which form of secondary education would you choose at present? 1 rural vocational school 2 urban vocational school 3 agricultural specialized secondary school 4 industrial specialized secondary school 5 humanitarian specialized secondary school 6 general secondary school 7 special forms of general secondary school 238. If you intend to continue your schooling after the attainment of a secondary education then when did you decide it? 1 I do not intend to continue my education 2 I decided it quite lately 3 after the attainment of fundamental education (8 forms) 4 in form 8 5 in form 7 or earlier To what degree do you agree with the following statements? ------------------------------------------------------------------------------- Yes No ------------------------------------------------------------------------------- 239. I am popular among fellow-students 2 1 240. I am very worried if I cannot finish secondary school in time 2 1 241. I am considered an activist at school 2 1 242. I have had conflicts with teachers and school administration 2 1 243. I study according to my abilities 2 1 244. I study no more than is absolutely necessary 2 1 245. Other consider my appearance not pretty 2 1 Pleas, mark in the following table these requirements which you think work should ideally provide ------------------------------------------------------------------------------- Work should enable (to)... Very Rather Rather Unimportant important important unimportant ------------------------------------------------------------------------------- 246. ...steady self-improvement 4 3 2 1 247. ...earn a lot of money 4 3 2 1 248. ...win the respect of friends 4 3 2 1 249. ...live peacefully and securely 4 3 2 1 250. ...obtain a high social position 4 3 2 1 251. ...associate with people 4 3 2 1 252. ...be useful to society 4 3 2 1 253. ...occupational advancement4 3 2 1 254. ...do clean and physically easy work 4 3 2 1 255. ...steadily improve one's knowledge and 4 3 2 1 professional skills 256. ...deal with interesting 4 3 2 1 things 257. ...see the results of 4 3 2 1 one's work 258. ...certain freedom in 4 3 2 1 using working time 259. ...be useful to people 4 3 2 1 260. ...create new things 4 3 2 1 261. ...use one's abilities 4 3 2 1 GENERAL DATA 262. Your gender 1 male 2 female 263. How old are you? ..................... years 264. At what age did you enter the 1st grade? .............. years and .......... months What is the state of your health? ------------------------------- Yes No ------------------------------- 265. I have had only colds and minor infectional diseases 1 2 266. I have had more serious ailments, from which I have fully recovered 1 2 267. I suffer from chronic diseases 1 2 268. How do you assess the state of your health? 1 my health is good 2 health has not prevented me doing anything 3 health does not enable to do hard physical work 4 because of poor health I cannot participate in most undertakings of my companions 269. Do you smoke? If you do, then how many cigarettes do you consume daily?. 1 I do not smoke 2 I smoke occasionally 3 I can do with half a package daily 4 I consume at least a package daily 270. If you smoke then at what age did you begin smoking? at the age of ............................ 271. Do you consume alcohol? 1 practically not 2 rarely 3 quite often ( in company) 4 regularly 272. If you consume alcohol then at what age did you begin to do this? at the age of .............. 273. Do you have had sexual relations? 1 yes 2 no 274. If you have had such relations then at what age did you begin this? at the age of................ 275. How tall are you? .......................... cm 276. What is your weight? ........................... kg 277. Where were you born? 1 in this republic 2 in the RSFSR 3 elsewhere Mark, please, ------------------------------------------------------------------------------- 278. 279. 280. 281. 282. 283. your fat- mot- you you you birth- her's her's began attained attained place birth- birth- formal fundamental secondary place place schooling education education (8 forms) ------------------------------------------------------------------------------- The capital city 1 1 1 1 1 1 A city with at least 100,000 inhabitants 2 2 2 2 2 2 A city with 10,000 - - 100,000 inhabitants 3 3 3 3 3 3 A small city or town 4 4 4 4 4 4 Village 5 5 5 5 5 5 284. At what type of school did you attain fundamental education (8 form)? 1 In a fundamental (8-year) school 2 In a secondary school What are your parents? Please, mark their occupation and type of plant or office where they are employed. If one or both of your parents do not work write the reason 285. Father....................................... /occupation/ 286. .............................................. /type of plant, office, etc/ 287. Mother......................................... /occupation/ 288. ................................................ /type of plant, office, etc/ What about the social status of your parents? ------------------------------------------------------------------------------- 289. 290. 291. 292. At the beginning of their C u r r e n t l y Occupational Career ------------------------------------------------------------------------------- Father Mother Father Mother ------------------------------------------------------------------------------- Collective farmer 1 1 1 1 State farm worker 2 2 2 2 Agricultural specialist 3 3 3 3 Worker in manufacturing, construction, transportation 4 4 4 4 Worker in service industry 5 5 5 5 Servicing personnel 6 6 6 6 Employee-non- professional 7 7 7 7 Professional in the field of economics, finance, catering 8 8 8 8 Professional in the field of culture or education 9 9 9 9 Engineer 10 10 10 10 Medical professional 11 11 11 11 Administrator or manager 12 12 12 12 Scientist, researcher, professor 13 13 13 13 Creative worker (artist, musician, actor, etc.) 14 14 14 14 Military or policeman 15 15 15 15 Other 16 16 16 16 What is the educational attainment of your parents? --------------------------------------- 293. 294. Father Mother --------------------------------------- Elementary school (4 or less years) 1 1 5 - 6 years 2 2 7 - 9 years 3 3 Secondary educational 4 4 Specialized secondary or some college 5 5 Higher education 6 6 What is native tongue of ... ----------------------------------------------- 295. 296. 297. Your Your Father Mother You ----------------------------------------------- Byelorussian 1 1 1 Russian 2 2 2 Lithuanian 3 3 3 Moldavian 4 4 4 Latvian 5 5 5 Estonian 6 6 6 Polish 7 7 7 Tajik 9 9 9 Uzbek 10 10 10 Bashkir 11 11 11 Tatar 12 12 12 Ukrainian 13 13 13 Dagestan 14 14 14 Other 8 8 8 298. How many brothers and sisters do you have? 1 None 2 One 3 Two 4 Three or more 299. In which family were you raised? 1 With parents and brother (brothers), sister (sisters) 2 With parents (I was the only child) 3 With one parent 4 Other 300. What were the relations between your parents in the family where you were raised? 4 very good 3 rather good 2 rather bad 1 poor In various families there are different attitudes toward children. What can you say about your parents attitude toward yourself? ------------------------------------------------------------------------------- Quite Rather Rather No so not ------------------------------------------------------------------------------- 301. I had concrete commitments and tasks at home 4 3 2 1 302. My parents tried to teach me something 4 3 2 1 303. I was often punished at home 4 3 2 1 304. My behavior and pastimes were closely watched at home 4 3 2 1 305. I spent spare time with my parents 4 3 2 1 306. I had often conflicts with my parents. 4 3 2 1