Jyväskylä Longitudinal Study of Personality and Social Development (JYLS): Teacher Ratings, Peer Nominations and School Reports of 14-Year-Olds 1974

The data are part of the Finnish Jyväskylä Longitudinal Study of Personality and Social Development (JYLS), in which the same individuals have been followed over 30 years. At this research wave, 14-year-olds' social behaviour and living circumstances were explored. The data were collected using teacher ratings and peer nominations, in a similar fashion as at the first data collection wave, when the respondents were 8 years old. In addition, some of the 14-year-olds and their parents were interviewed in order to explore family background. In the peer nomination, the pupils answered various questions, such as "Which of your classmates are lively, move a lot, and are often in the company of other pupils?" The pupils were also asked to choose 3 classmates fitting the description for each question. The teachers were presented with the same set of questions. The content of the sections in this survey was adapted according to the eight-year-olds' results to assemble the characteristics of each type of behaviour. The questions charted the pupils' social activity and passivity, strong and weak self control, aggressive behaviour, deliberate actions, compliance, and anxiety. In addition, the teachers were interviewed. They were asked about the pupils' friends, school success, behaviour, absences, and their parents' attitudes towards school. The data include the extreme group classification based on peer nominations. The criterion for belonging to an extreme group was to be mentioned by more than 2/3 of the classmates in the questions on constructiveness, aggressiveness, compliance, and anxiety. The data also include the pupils' grades for various subjects, as well as the average grade for all subjects. Background variables included the respondent's gender.

本数据集隶属于芬兰于韦斯屈莱人格与社会发展纵向研究（Finnish Jyväskylä Longitudinal Study of Personality and Social Development, JYLS），该研究对同一批被试进行了长达30余年的追踪调查。本次研究波次聚焦于14岁青少年的社会行为与生活环境。本次数据采集沿用了首次调研的方法——首次调研时被试年龄为8岁，采用教师评定（teacher ratings）与同伴提名（peer nominations）两种方式收集数据。此外，研究团队还对部分14岁青少年及其家长进行了访谈，以探究其家庭背景信息。在同伴提名环节中，学生需回答诸如“你的同班同学中，哪些人活泼好动、经常与其他同学结伴相处？”这类问题，并为每个问题挑选3名符合描述的同学。教师则需作答完全相同的题目集。本次调查的各模块内容参照8岁被试的调研结果进行适配调整，以整合各类行为特征。问卷涵盖了学生的社交活跃度与被动性、自控能力强弱、攻击性行为、蓄意行为、顺从性以及焦虑情绪等维度。此外，研究人员还对教师开展了访谈，询问内容涵盖学生的交友情况、学业表现、行为状态、缺勤情况，以及学生家长对学校的态度等信息。数据集包含基于同伴提名结果生成的极端组分类数据，极端组的判定标准为：在建设性、攻击性、顺从性及焦虑相关的题目中，被同班同学提名次数超过总提名人数的2/3。数据集同时收录了学生各学科的考试成绩，以及所有学科的平均成绩。背景变量则包含被试的性别信息。