Programme for International Student Assessment 2025: national report for Scotland

9 Pupil attitudes towards learning

While PISA is best known for assessing achievement in science, mathematics and reading, it also collects information about pupils’ attitudes towards learning and their experiences both in and out of school. These measures provide important context for understanding performance by exploring how pupils engage with learning, the support they receive, and the environments in which learning takes place.

PISA 2025 places particular emphasis on the broader skills, attitudes and behaviours that support lifelong learning. Alongside measures of academic performance, the study examines pupils’ curiosity, perseverance, goal setting, help-seeking behaviours and confidence in learning. It also explores wider aspects of pupils’ experiences, including their sense of belonging at school, relationships with teachers, support from families, and exposure to bullying or disruptive classroom environments.

These data are based on participants’ self-reported responses and should therefore be interpreted with appropriate caution. Responses reflect participants’ own perceptions and recollections and may be influenced by differences in how questions are interpreted, difficulties recalling behaviours accurately, or a tendency to provide responses that are perceived to be more socially acceptable. As a result, questionnaire findings should be interpreted as reported perceptions and experiences rather than direct measures of actual behaviour or school practice. Nevertheless, they provide valuable insight into the factors associated with learning and educational success and help to build a more complete picture of the experiences of Scotland’s young people.

As these data are collected at the same point in time as the assessment, they cannot show whether particular attitudes or experiences cause higher or lower performance. They can, however, show how different aspects of pupils’ experiences are associated with performance and help identify patterns that may merit further investigation.

Scotland participated in the core Pupil and School Questionnaires and the optional Information and Communication Technology (ICT) Familiarity Questionnaire. It did not participate in the optional Teacher or Parent Questionnaires, so findings in this chapter draw mainly on pupils’ own responses, alongside school-level information provided by headteachers or nominated staff.

The questionnaires are developed through an extensive international process involving educational experts, participating OECD countries and economies, pilot testing and field trial evaluation. Questionnaire content is reviewed for relevance, cultural appropriateness, translation quality and statistical performance before inclusion in PISA. This helps ensure that the information collected is comparable across participating education systems while remaining appropriate to national contexts. The findings presented in the following chapters should nevertheless be interpreted alongside the limitations outlined above. They provide useful evidence on pupils’ reported attitudes, experiences and learning environments, but do not by themselves explain differences in performance. Considered alongside the performance results, they can help identify patterns and areas that may merit further investigation.

9.1 Curiosity and perseverance

PISA 2025 examined two related aspects of pupils’ drive to learn: curiosity, reflecting pupils’ interest in learning and exploring new ideas, and perseverance, reflecting their willingness to sustain effort and continue working when tasks become challenging or less engaging.

Overall, pupils in Scotland reported positive attitudes towards both curiosity and perseverance. Around eight in ten pupils agreed or strongly agreed that they were curious about many different things (81.3%) and liked to know how things work (80.9%). Around seven in ten (71.4%) agreed or strongly agreed that they liked learning new things, while over half (56.8%) agreed or strongly agreed that they were more curious than most people they knew. Only 14.6% agreed or strongly agreed that learning new things was boring.

Responses relating to perseverance were also generally positive. Around two thirds of pupils agreed or strongly agreed that they kept working on a task until it was finished (66.3%). Around six in ten reported that they applied additional effort when work became challenging (61.6%) and finished what they started (61.8%), while just over half (52.3%) said they finished tasks even when they became boring. Around one in five pupils agreed or strongly agreed that they gave up easily (22.2%), and around one quarter (24.7%) agreed that they quit doing homework if it was too long.

Compared with the OECD average, the percentages for Scotland were higher for most positive statements on curiosity and perseverance. The largest differences were for being curious about many different things (81.3% in Scotland compared with 73.5% across the OECD) and liking to know how things work (80.9% compared with 74.0%). For the negatively worded statements, 24.7% of pupils in Scotland agreed that they quit doing homework if it was too long, compared with 31.5% across the OECD, while 14.6% agreed that they found learning new things boring, compared with 16.2%. Agreement that pupils gave up easily was almost identical in Scotland and across the OECD (22.2% and 22.3%, respectively).

* For negatively worded statements, a lower percentage agreeing or strongly agreeing indicates a more positive response.

9.2 Growth mindset, beliefs about learning and adaptability

This section examines pupils’ beliefs about learning and how these may influence their engagement with education. It focuses on three related areas: growth mindset, scientific beliefs and adaptability. These concepts are closely linked because they shape how pupils approach learning, respond to challenges and unfamiliar situations, and whether they view effort, feedback and new experiences as opportunities to develop their knowledge and skills.

9.2.1 Growth mindset

PISA 2025 asked pupils about their views on whether intelligence can be developed over time. A growth mindset reflects the belief that people can improve their abilities through learning, effort and persistence, rather than believing that their level of ability cannot change.

Around seven in ten pupils (72.2%) disagreed or strongly disagreed with the statement that intelligence cannot be changed, compared with 69.3% across the OECD. Around one in four pupils (27.8%) agreed or strongly agreed with the statement, compared with 30.8% across the OECD.

9.2.2 Pupil beliefs about the nature of science

PISA 2025 examined pupils’ beliefs about how scientific knowledge is developed and evaluated. These beliefs are important because they reflect pupils’ understanding of the role of evidence, experimentation and critical evaluation in science. They also provide an indication of how pupils approach information and distinguish between evidence-based knowledge and personal opinion.

Overall, pupils in Scotland reported positive scientific beliefs, with the large majority agreeing that scientific knowledge should be based on evidence and remain open to revision. Around nine in ten pupils agreed or strongly agreed that good answers are based on evidence from many different experiments (88.2%), that information from one source should be checked against other reliable sources before being accepted (88.6%), and that new discoveries can change what scientists think is true (89.4%). More than eight in ten pupils also agreed or strongly agreed that doing experiments is an important part of science (86.2%) and that there are some questions that scientists cannot answer (84.1%).

Across these measures, the percentages for Scotland were generally close to, or above, the OECD averages. Around four in ten pupils in Scotland (39.8%) agreed or strongly agreed that people should rely more on common sense than scientific studies, compared with 42.8% across the OECD. This suggests that, while most pupils recognised the importance of scientific evidence, a sizeable minority also endorsed greater reliance on common sense than on scientific studies.

*For the final statement, lower percentages agreeing indicate stronger endorsement of evidence-based approaches to knowledge.

9.2.3 Adaptability

PISA 2025 examined pupils’ confidence in their ability to adapt to new or challenging situations. Adaptability is important because it reflects pupils’ confidence in responding positively to change, uncertainty and unfamiliar circumstances. These skills can help pupils solve problems, adjust to changing environments and remain engaged with learning when they encounter new challenges.

Overall, pupils in Scotland reported varying levels of adaptability. Around half of pupils (50.1%) said that being able to handle unusual situations described them mostly or very well. Over half reported that they could adapt to different situations even when under stress or pressure (56.3%) and resolve difficult situations with other people (54.2%). Just under half (47.5%) reported that they could adapt easily to a new culture.

The percentages reported in Scotland and across the OECD were close across all four measures. In Scotland, 56.3% of pupils described themselves as able to adapt to different situations under stress or pressure, compared with 54.4% across the OECD. For resolving difficult situations with other people, the figures were 54.2% and 55.2%, respectively. The percentages for handling unusual situations were identical (50.1%), while 47.5% of pupils in Scotland reported that they could adapt easily to a new culture, compared with 48.3% across the OECD.

9.3 Help-seeking and goal setting

This section examines how pupils take an active role in their own learning. It focuses on two areas: help-seeking and goal setting. These behaviours provide an indication of how pupils manage their learning, including whether they seek support when they need it, set learning goals and take responsibility for their progress. Together, they help to show how pupils put their motivation and attitudes towards learning into practice.

9.3.1 Help-seeking

Help-seeking is an important aspect of self-regulated learning. Rather than indicating a lack of independence, seeking help demonstrates that pupils can recognise when they need additional support and take appropriate action. This may involve asking teachers or classmates for guidance, or seeking assistance after first attempting to solve a problem independently. These behaviours can help pupils overcome learning difficulties, remain engaged with challenging tasks and develop greater independence over time.

Overall, pupils in Scotland reported positive attitudes towards seeking help when needed. Around eight in ten pupils agreed or strongly agreed that they asked their classmates for help when they did not fully understand something (85.5%) and that they asked their teachers for help when they needed it (82.5%). Around four in five (78.6%) agreed or strongly agreed that they asked for help when they had trouble learning, while 82.8% agreed that they only asked for help after first trying hard to find the solution on their own.

For each of the four measures, the percentage reported in Scotland was above the OECD average. The largest difference was for asking teachers for help when needed (82.5% in Scotland compared with 76.6% across the OECD). The figures for asking classmates for help were 85.5% and 82.0%, respectively. For asking for help when experiencing learning difficulties, the figures were 78.6% and 76.8%, while 82.8% of pupils in Scotland reported seeking help only after attempting to solve a problem independently, compared with 78.4% across the OECD.

9.3.2 Goal setting

Goal setting refers to the strategies pupils use to plan, monitor and adapt their own learning. This includes planning how to approach studying, checking whether they understand what they have learned, identifying gaps in their knowledge and changing their approach when it is not effective. These behaviours are important because they help pupils become more independent learners who can self-regulate and improve their own learning over time.

Overall, pupils in Scotland reported positive goal setting behaviours. Around four in ten pupils reported that they often or very often planned their approach to studying (44.2%), while a similar proportion (39.2%) reported summarising key points from memory to identify gaps in their knowledge. Just over half (53.0%) reported that they often or very often checked their understanding by asking themselves questions, and just over half (51.5%) reported changing their study approach when it was not successful.

For each of the four goal-setting strategies, the percentage reporting that they used the strategy often or very often was higher in Scotland than the OECD average. The largest difference was for adapting their study approach when it was not successful, where 51.5% of pupils in Scotland reported doing this often or very often, compared with 44.3% across the OECD. The corresponding figures for planning their approach to studying were 44.2% and 37.3%; for summarising key points from memory, 39.2% and 34.6%; and for checking their understanding by asking themselves questions, 53.0% and 49.1%.

9.4 Sense of belonging at school

A sense of belonging reflects whether pupils feel accepted, included and valued within their school community. It includes feeling that they belong at school, can make friends, and are accepted by other pupils, as well as being free from feelings of loneliness, exclusion or feeling out of place. A positive sense of belonging is important because it is associated with greater engagement in learning, improved wellbeing and stronger educational outcomes.

Overall, pupils in Scotland reported a positive sense of belonging at school. Around three quarters of pupils agreed or strongly agreed that they felt they belonged at school (74.4%), while eight in ten (80.0%) agreed or strongly agreed that they made friends easily at school. Nearly nine in ten pupils (88.7%) agreed or strongly agreed that other pupils seemed to like them.

Most pupils also reported experiences consistent with a positive sense of belonging at school. Around 84.7% disagreed or strongly disagreed that they felt like an outsider or left out of things at school, 75.8% disagreed or strongly disagreed that they felt awkward and out of place, and 87.7% disagreed or strongly disagreed that they felt lonely at school

The percentages reported in Scotland and across the OECD were close on several measures of school belonging. The proportion reporting that they made friends easily at school was identical at 80.0%. For feeling that they belonged at school, the figures were 74.4% in Scotland and 76.2% across the OECD. The percentage agreeing that other pupils seemed to like them was 88.7% in Scotland, compared with 83.1% across the OECD.

For the negatively worded statements, 15.2% of pupils in Scotland agreed or strongly agreed that they felt like an outsider, compared with 15.4% across the OECD. Around 24.2% agreed that they felt awkward and out of place, compared with 19.2% across the OECD, while 12.3% agreed that they felt lonely at school, compared with 13.3% across the OECD.

* For negatively worded statements, disagreement or strong disagreement indicates a more positive sense of belonging.

9.5 Value of school

Pupils’ views of the value of school provide an indication of their instrumental motivation for learning. Instrumental motivation reflects whether pupils see school as helping them achieve future goals, such as preparing them for employment and adult life, rather than learning simply for enjoyment. Pupils who find value in school may be more likely to remain engaged with their education and invest effort in their learning.

Overall, pupils in Scotland reported generally positive views about the value of school. Around seven in ten pupils (70.4%) agreed or strongly agreed that school had taught them things which could be useful in a job. More than four in five pupils (82.3%) disagreed or strongly disagreed that school had been a waste of time. Views were more mixed on preparation for adult life: 43.5% agreed that school had done little to prepare them for adult life, comprising 33.8% who agreed and 9.7% who strongly agreed. Conversely, 56.6% disagreed or strongly disagreed with the statement.

For each of the three measures, the percentage indicating a positive view of the value of school was higher in Scotland than the OECD average. Around 70.4% of pupils in Scotland agreed that school had taught them things which could be useful in a job, compared with 66.6% across the OECD. Around 56.6% disagreed that school had done little to prepare them for adult life, compared with 51.5% across the OECD, while 82.3% disagreed that school had been a waste of time, compared with 76.2%.

*For negatively worded statements, disagreement or strong disagreement indicates a more positive view of the value of school.