경제협력개발기구(OECD: Organisation for Economic Cooperation and Development)가 국제학업성취도평가(PISA: Programme for International Student Assessment)의 일환으로 회원국을 포함한 72개국 15세 학생 54만명을 대상으로 평균 삶 만족도를 조사한 결과 한국은 10점 만점에 6.36을 기록한 것으로 드러났다.
한국의 지수는 OECD 회원국 평균(7.31)을 크게 밑돌아 가장 낮은 점수를 기록한 회원국인 터키(6.12)보다 나은 수준에 불과했다.
가장 높은 국가는 멕시코(8.27)였고 핀란드(7.89), 네덜란드(7.83), 아이슬란드(7.80), 스위스 (7.72)가 뒤를 이었다. 한편 미국(7.36)은 평균보다 높은 점수를 얻었으나, 일본(6.8)은 평균보다 많이 낮았다.
On average, 15-year-old students in Korea reported a level of 6.4 on a life-satisfaction scale ranging from 0 to 10 (OECD average: 7.3) (Table III.3.2). About 22% of students reported very low life satisfaction (4 or below) (OECD average: 12%) (Table III.3.8). Students who spend more hours learning in and outside of school (those in the top quarter of learning time) reported a life satisfaction level that is 0.5 point higher than students who study fewer hours (those in the bottom quarter of learning time) (OECD average: no significant difference between the two groups) (Table III.3.10). Students in Korea reported high achievement motivation levels: 80% of students reported that they want to be the best in whatever they do (OECD average: 65%); 82% want to be one of the best students in their class (OECD average 59%) (Table III.5.1). Some 75% of Korean students reported that they worry about getting poor grades at school (OECD average: 66%); 69% often worry that a test will be difficult (OECD average: 59%); and 42% get very tense when they study (OECD average: 37%) (Table III.4.1). On average, 12% of students in Korea reported that they are victims of at least one act of bullying at least a few times a month (OECD average: 19%). Some 10% of students reported that others made fun of them at least few times a month (OECD average: 11%) (Table III.8.1). Top-performing students in science (highest deciles of science performance) were more likely than low-performing students (lowest decile of science performance) to report that others make fun of them whereas the opposite pattern is true on average across OECD countries (Table III.8.4). Students in Korea perceive a high level of parental support: 97% of students reported that their parents are interested in their school activities and 93% reported that their parents support them when facing difficulties at school. And yet less than 80% of students reported that they talk to their parents after school (OECD average: 86%) (Tables III.9.18 and III.9.16). Some 14% of Korean students do not engage in any physical activities outside of school (OECD average: 7%) (Table III.11.10). Korea is the only OECD country where top-performing students in science engage in moderate physical activities outside of school less than low-performing students (Tables III.11.11a and III.11.11b). Korean students are not heavy users of the Internet, on average: students reported using the Internet outside of school for 55 minutes per day on a typical weekday and 107 minutes on a typical weekend (OECD average: 146 and 184 minutes, respectively) (Tables III.13.7 and III.13.8). While there are very few students in Korea who use the Internet for more than 6 hours a day on a typical weekday, a larger share of these extreme Internet users than moderate Internet users reported feeling lonely or awkward at school (Table III.13.19b).
Students in Canada reported high motivation to achieve: 82% of students reported that they want to be the best in whatever they do (OECD average: 65%); and 82% see themselves as an ambitious person (OECD average: 71%) (Table III.5.1). Around 64% of students reported feeling very anxious before a test even when they are well-prepared (OECD average: 55%) (Table III.4.1). In Canada, anxiety is more prevalent in schools where students study more than 50 hours a week (in and outside of school) than in schools where students study between 35 and 40 hours a week, on average (Table III.4.10). Around 64% of Canadian students expect to complete a university education (OECD average: 44%) (Table III.6.1). Among all OECD countries, Canada has the highest number of first-generation immigrant students who expect to earn a university degree (80%; OECD average: 41%) (Table III.6.2). About 23% of students in Canada reported feeling like an outsider at school (OECD average: 17%) and 18% of students reported feeling lonely at school (OECD average: 15%) (Table III.7.1). First-generation immigrant students in Canada reported a stronger sense of belonging at school than non-immigrant students. A larger share of immigrant students than non-immigrant students reported that they feel like they belong at school. This pattern is opposite of that observed in the majority of OECD countries with comparable data, except Australia (Table III.7.3). In Canada, 20% of students reported that they are victims of an act of bullying at least a few times a month (OECD average: 19%). Some 13% of students reported that other students make fun of them, and 10% of students reported that others leave them out of things on purpose at least a few times a month (Table III.8.1). Canadian schools with a high incidence of bullying score 33 points lower in science, on average, than schools with a low incidence of bullying (Table III.8.10). This difference shrinks to 20 points when taking into account the socioeconomic profile of the school. Students in Canada perceive a high level of support from their parents: 92% (OECD average: 90%) of students reported that their parents encourage them to be confident, and 96% reported that their parents support their efforts and achievements at school (OECD average: 94%) (Table III.9.18). Around 95% of Canadian students engage in some physical activity outside of school (OECD average: 93%) (Table III.11.10). About 35% of Canadian students reported they work for pay before or after school (OECD average: 23%) (Table III.12.1).