Showing 1 – 8 of 8 results.
Curated
Restricted
Project on Human Development in Chicago Neighborhoods (PHDCN): Things I Can Do If I Try, Wave 3, 2000-2002 (ICPSR 13746)
Released/updated on: 2007-02-07
Geographic coverage: United States, Chicago, Illinois
Time period: 2000-01-01--2002-12-31
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Things I Can Do If I Try survey, a self-efficacy instrument designed for children. It was given to subjects in Cohorts 9 and 12. This instrument was developed specifically for the PHDCN design, and it included an assessment of efficacy in five domains: future, school, neighborhood, home, and social. It is closely related to PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): THINGS I CAN DO IF I TRY, WAVE 2, 1997-2000 (ICPSR 13661).
Curated
Surveys of Undergraduate Students in the College of Literature, Science, and the Arts, University of Michigan, 1972-1991 (ICPSR 6275)
Released/updated on: 2006-01-12
Geographic coverage: United States, Ann Arbor, Michigan
Time period: 1972-01-01--1991-12-31
This data collection is the result of surveys of
undergraduate students at the University of Michigan enrolled in the
College of Literature, Science, and the Arts during the period 1972 to
1991. As part of an undergraduate research methods course primarily for
sociology majors, students and staff developed survey instruments, each
with a central focus and other timely substantive content. Major focus
areas were related to academics and student life, such as life on a
university campus, study habits, academic performance, major source of
college funding, use of alcoholic beverages, and campus law
enforcement. Other topics covered were rights of women, military draft,
Equal Rights Amendment, homosexuality, racial attitudes and
experiences, and affirmative action. Students were also asked their
views on Clarence Thomas, the Holocaust, Saddam Hussein, troops in
Saudi Arabia, Ronald Reagan, and other topics. Data are provided for
1972, 1973, 1975, 1977, 1979, 1984, 1990, and 1991. Demographic
variables include religion, sex, grade-point average, ethnicity, area
of birth, parents' education, and area of academic study.
Curated
Restricted
Project on Human Development in Chicago Neighborhoods (PHDCN): Things I Can Do If I Try, Wave 2, 1997-2000 (ICPSR 13661)
Released/updated on: 2005-12-06
Geographic coverage: United States, Chicago, Illinois
Time period: 1997-01-01--2000-12-31
The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Things I Can Do If I Try survey was a self-efficacy instrument designed for children. It was given to subjects in Cohorts 9, 12, and 15. This instrument was developed specifically for the PHDCN design, and it included an assessment of efficacy in five domains: future, school, neighborhood, home, and social.
Curated
Student Achievement Study, 1970-1974 (ICPSR 7370)
Released/updated on: 1992-02-16
Geographic coverage: South America, United States, Thailand, Global, Middle East, Netherlands, Sweden, Great Britain, Southeast Asia, Iran, Ireland, France, Chile, Romania, Hungary, Japan, Europe, India, New Zealand, Belgium, Asia, Finland, Italy, Israel, Australia, Germany
Time period: 1970-01-01--1974-12-31
This study includes data collected between 1970-1974 by 21 national centers of the International Association for the Evaluation of Educational Achievement (IEA), from a total of approximately 250,000 students, 50,000 teachers, and 10,000 schools in 19 different countries. Students were tested on their achievement in six subject areas: science, reading comprehension, literature, civic education, and French and English as foreign languages. Between eight and 19 countries participated in each survey by testing students at one or more of the following levels: 10-year-olds (Population I), 14-year-olds (Population II), and students in the last year of pre-university schooling or programs of equivalent length (Population IV). The countries included were Australia, Belgium, Chile, Finland, France, West Germany, Great Britain, Hungary, India, Iran, Ireland, Israel, Italy, Japan, the Netherlands, New Zealand, Romania, Sweden, Thailand, and the United States. In addition to student achievement data, each survey solicited information on the students' home and socioeconomic backgrounds, interests, and attitudes. Information was also gathered on characteristics of the teachers and participating schools. In terms of timing, the survey was broken down in the following stages: (1) Stage 1 (1966-1970), construction and pretesting of instruments. (2) Stage 2 (1970-1973), fieldwork and analysis for science, reading comprehension, and literature. (3) Stage 3 (1971-1974), fieldwork and analysis for civic education, English as a foreign language, and French as a foreign language. (4) Data bank (1973-1975), rebuilding of files and preparation of documentation for archiving and distribution.
Curated
Role of the University in the Development of Political Consensus: Argentina, 1963 (ICPSR 7040)
Released/updated on: 1992-02-16
Geographic coverage: South America, Cordoba, Argentina, Buenos Aires, Resistencia, Global, Mendoza, Latin America
Time period: 1963-01-01--1963-12-31
The data for this study were collected in 1963 in five cities in Argentina: Buenos Aires, Mendoza, Cordoba, Rosario, and Resistencia. The sample contained two distinct groups: students at Argentine universities and nonstudent adults. The principal variables examined influences in the respondent's choice of a major field of study, study habits, participation in the university government, social contacts within the university government, social contacts within the universities, and views on the prestige of a university education. In addition, the study explored political attitudes and behavior, perceptions of stratification, occupational status, and attitudes toward group interests. Demographic data include the respondents' age, sex, marital status, religion, and residence during childhood, as well as their fathers' education, occupation, and income.
Curated
Portuguese Student Survey, 1964 (ICPSR 7290)
Released/updated on: 1992-02-16
Time period: 1964-01-01--1964-12-31
Using mail questionnaires obtained in March 1964 from a stratified random sample of students enrolled at the Universities of Coimbra, Lisbon, and Porto, the investigators sought to ascertain the thoughts and predominant ideas of university students. The study, which consisted of 96 questions, was grouped into four sections: Section A, school and study problems, Section B, conditions and way of life, Section C, cultural interests, and Section D, religious and moral issues. Demographic variables include sex, age, and year of study.
Curated
Time Budget Research: An International Social Science Council (ISSC) Workbook in Comparative Analysis (ICPSR 8542)
Released/updated on: 1992-02-16
Geographic coverage: Canada, Hungary, United States, France, Global
This data collection and its corresponding workbook were designed as an instructional tool to familiarize students with the method of time budget research and to provide an opportunity to conduct analysis with the time budget data on a cross-national basis. The workbook contains exercises to facilitate analyses of the data, and serves as a guide for selecting techniques and measures to be employed in such analyses. The data allow students to examine topics such as the weekend/weekday concept, the status of women, and the family as a unit. Variables in the dataset include duration of time spent on daily activities, the location of the activity, a record of persons accompanying the respondent, and demographic information about the respondent and his or her household. There are two data files in this set, the Multi-national and Halifax subsets. The Multi-national subset contains time usage data collected from respondents in the following cities and nations: in Hungary - Gyor, in France - Arras, Besancon, Chalon-sur-Saone, Dunkerque, Epinal, and Metz, in the United States - Jackson, Michigan, in Canada - Halifax. The Halifax subset contains time budget data from the Halifax-Dartmouth region in Nova Scotia, Canada.
Curated
National Assessment of Educational Progress [United States], 1970-1980 (ICPSR 8072)
Released/updated on: 1992-02-16
Geographic coverage: United States
Time period: 1970-01-01--1980-12-31
The National Assessment of Educational Progress (NAEP) is a continuing survey of the knowledge, skills, and attitudes of young Americans. Each year during the period 1970-1980, 75,000 to 100,000 persons were assessed in the following learning areas: reading, reading/literature, mathematics, science, and citizenship/social studies. Data are presented for 9-year-olds, 13-year-olds, and 17-year-olds for the academic years 1970-1971, 1972-1973 to 1977-1978, and 1979-1980, in the form of "Booklet" files. At the school level, background variables include the region, census division, type and size of community, occupation mix of attendance area, grade range, racial composition, total enrollment, and Title I eligibility. At the respondent level, items cover age, sex, race, parents' education, and reading materials in the home. From the school year 1972-1973 on, regional migration variables are included for the older age groups. From 1975-1976 on, 17-year-olds were asked a number of additional background questions, including their homework and TV viewing habits, languages spoken in the home, racial/ethnic heritage, and household possessions.