Data composing of 674 pre-course questionnaires completed by 191 students (approximate ages 15-17), Likert-type responses to scales and items relating course-related interest and confidence in assessm
This data was obtained from an assessment that used an academic procrastination scale on 586 students in the XIII semester at Makassar, Indonesia. Students responded to statements by using a Likert-sc
Value-added models (VAMs) are increasingly used to measure school effectiveness. Yet random variation in school attendance is necessary to test the validity of VAMs, and to guide the selection of mode
