Global Japanese Data Rankings

Population> [9]

	Montenegro
Population (ten thousands) (2021)	62.0 [167/216 countries]
Popuation growth (annual) (2021)	-0.3% [179/217 countries]
Popuation change in the last 20 years (2001-2021)	2.1% [186/217 countries]
0-14 years, % of the total population (2021)	18.0% [139/193 countries]
15-64 years, % of the total population (2021)	65.9% [67/193 countries]
65 years and over, % of the total population (2021)	16.2% [43/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	75.9 [80/199 countries]
Life expectancy at birth - Female (years) (2020)	78.8 [76/199 countries]
Life expectancy at birth - Male (years) (2020)	73.2 [80/199 countries]

Marriage and sex> [0]

Birth> [5]

Parent-child relations> [0]

Family> [0]

Domestic problems> [3]

Migration> [2]

	Montenegro
Statutory number of members (As of February 16, 2023)	81 [132/190 countries]
Inhabitants per parliamentarian (2021)	7,753 [164/192 countries]
% of women in parliament (As of February 16, 2023)	28.40% [75/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	37.04% [13/143 countries]

	Montenegro
General government expenditures as % of GDP (2022)	43.2% [39/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-3.32% [124/180 countries]
General government gross debt as % of GDP (2022)	74% [55/185 countries]

	Montenegro
Fertility rate, total (births per woman) (2020)	1.75 [135/200 countries]
Crude birth rate (per 1,000 people) (2020)	11.4 [145/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	6 [159/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	2.0 [185/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	2 [186/194 countries]

	Montenegro
Prevalence of stunting in children under 5 (%) (2020)	8.1% [111/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	10.2% [27/154 countries]
Proportion of ever-partnered women and girls aged 15?49 years subjected to physical and/or sexual violence by a current or former intimate partner in their lifetime (%) (2018)	16% [131/151 countries]

	Montenegro
International migrant stock (% of immigrants in the population) (2020)	11.3% [89/231 countries]
Refugee population by country or territory of asylum (2019)	653 [125/164 countries]

	Montenegro
Voter turnout in the national election	76.7% (2020) [50/199 countries]

	Montenegro
Evaluation of control of corruption (0-100) (2021)	54.3 [96/209 countries]

	Montenegro
GDP (current US$, billions) (2021)	5.813 [152/192 countries]
GDP per capita (current US$) (2021)	9,350 [79/192 countries]
GDP per capita (PPP, current international$) (2021)	22,566 [68/192 countries]
GNI per capita, Atlas method (current US$) (2021)	9,300 [64/173 countries]

	Montenegro
Price level index - Gross Domestic Product [= the whole national economy] (OECD=100) (2017)	46 [42/49 countries]
Price level index - Food (OECD=100) (2017)	70 [40/49 countries]
Price level index - Bread and cereals (OECD=100) (2017)	67 [40/49 countries]
Price level index - Meat (OECD=100) (2017)	63 [45/49 countries]
Price level index - Fish (OECD=100) (2017)	83 [37/49 countries]
Price level index - Milk, cheese and eggs (OECD=100) (2017)	77 [45/49 countries]
Price level index - Fruits, vegetables, potatoes (OECD=100) (2017)	71 [37/49 countries]
Price level index - Non-alcoholic beverages (OECD=100) (2017)	82 [37/49 countries]
Price level index - Alcoholic beverages (OECD=100) (2017)	90 [24/49 countries]
Price level index - Tobacco (OECD=100) (2017)	44 [44/49 countries]
Price level index - Clothing and footwear (OECD=100) (2017)	93 [36/49 countries]
Price level index - Housing, water, electricity, gas and other fuels (OECD=100) (2017)	31 [46/49 countries]
Price level index - Hospital services (OECD=100) (2017)	14 [43/49 countries]
Price level index - Transport (OECD=100) (2017)	81 [36/49 countries]
Price level index - Communication (OECD=100) (2017)	62 [38/49 countries]
Price level index - Recreation and culture (OECD=100) (2017)	61 [38/49 countries]
Price level index - Education (OECD=100) (2017)	21 [41/49 countries]
Price level index - Restaurants and hotels (OECD=100) (2017)	58 [41/49 countries]
Price level index - Construction (OECD=100) (2017)	40 [42/49 countries]

	Montenegro
New business density (new registrations per 1,000 people ages 15-64) (2020)	7.95 [17/121 countries]

	Montenegro
Employment in agriculture (% of total employment) (2019)	7.2% [128/187 countries]
Employment in agriculture (% of total employment) (2019)	7.2% [128/187 countries]
Employment in industry (% of total employment) (2019)	19.4% [89/187 countries]

	Montenegro
% of the parents who often read books to their child before they began primary school (2019)	49.8% [25/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	73.0% [3/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	73.9% [1/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	56.0% [12/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	71.8% [18/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	59.3% [2/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	50.5% [9/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	53.5% [22/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	53.5% [14/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	40.9% [24/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	54.4% [7/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	68.7% [16/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	51.5% [35/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	64.1% [24/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	47.4% [19/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	63.4% [10/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	68.9% [3/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	16.9% [22/53 countries]

	Montenegro
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	48.5% [35/53 countries]
% of the children who could read some words very well when they began primary school (2019)	30.0% [35/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	15.4% [40/53 countries]
% of the children who could read a story very well when they began primary school (2019)	10.4% [38/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	37.5% [36/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	69.7% [27/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	33.8% [25/53 countries]

	Montenegro
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	30.7% [33/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	20.4% [36/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	17.9% [38/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	70.5% [39/53 countries]

	Montenegro
% of Grade 4 students who have their own room (2019)	73.2% [24/57 countries]
% of Grade 4 students who have internet connection at home (2019)	88.3% [33/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	83.5% [17/57 countries]

	Montenegro
% of Grade 4 students who are absent from school once a week (2019)	11.8% [21/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	23.8% [49/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	27.0% [34/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	70.3% [13/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	78.3% [5/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	84.6% [4/57 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	89.2% [4/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	87.2% [4/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	20.8% [55/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	17.7% [55/57 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	19.3% [53/57 countries]
% of Grade 4 students who say that other students stole something from them (2019)	11.9% [50/57 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	14.2% [48/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	20.9% [54/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	10.8% [52/57 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	7.1% [50/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	5.5% [47/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	3.7% [46/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	16.3% [44/57 countries]

	Montenegro
Average score of mathematics achievement of 4th grade (2019)	453 [45/57 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	52.0% [37/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	67.1% [17/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	14.7% [28/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	9.4% [42/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	79.8% [10/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	73.8% [13/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	69.0% [12/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	65.4% [13/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	67.6% [9/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	63.4% [14/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	81.3% [3/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	83.4% [5/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	89.8% [4/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	93.0% [5/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons (2019)	86.8% [11/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons (2019)	89.5% [8/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	28.9% [7/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	31.0% [13/56 countries]
% of Grade 4 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson (2019)	11.6% [44/56 countries]
% of Grade 4 students who say that their teacher has to wait a long time for students to quiet down in every or almost everymathematics lesson (2019)	26.9% [31/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	27.7% [16/56 countries]
% of Grade 4 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson (2019)	37.2% [23/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	66.1% [11/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	12.7% [42/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	10.3% [41/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	66.9% [4/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	12.4% [28/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	50.4% [7/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	59.0% [9/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	14.2% [38/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	11.9% [37/57 countries]

	Montenegro
Average score of science achievement of 4th grade (2019)	453 [45/57 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	27.8% [28/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	72.6% [15/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	21.0% [7/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	13.0% [14/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	79.5% [14/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	76.4% [12/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	82.8% [6/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	70.0% [9/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	82.8% [6/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	56.0% [19/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	82.9% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	85.3% [4/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	90.5% [4/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	90.5% [6/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in science lessons (2019)	87.3% [7/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	88.1% [6/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	73.7% [5/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	16.5% [11/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	15.2% [11/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	67.7% [8/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	61.7% [9/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	15.7% [10/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	15.3% [13/57 countries]

	Montenegro
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	9.2% [41/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	2.2% [43/52 countries]

	Montenegro
% of the parents of Grade 4 students who agree a lot that their childfs school does a good job including them in their childfs education (2019)	69.5% [19/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	66.6% [33/52 countries]
% of the parents of Grade 4 students who agree a lot that their childfs school cares about their child's progress in school (2019)	75.5% [17/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job informing them of his/her progress (2019)	79.7% [8/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	58.2% [14/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in reading (2019)	80.8% [7/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in mathematics (2019)	78.3% [6/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in science (2019)	75.9% [5/52 countries]

	Montenegro
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	67.1% [37/52 countries]

	Montenegro
Performance on the reading (15 years old, average score) (2018)	421.06 [52/76 countries]
Performance on the reading (15 years old, average score) (2015)	427 [51/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	429.61 [53/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	418 [52/72 countries]
Performance on the science (15 years old, average score) (2018)	415.17 [61/77 countries]
Performance on the science (15 years old, average score) (2015)	411 [61/72 countries]
% of 15 year old students who have ever repeated a grade (2009)	1.8% [57/65 countries]

	Montenegro
% of 15-year-old students who have a computer they can use for school work in their home (2018)	87.2% [42/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	71.2% [13/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	68.1% [10/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	72.0% [11/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	50.5% [29/79 countries]

	Montenegro
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	25.9% [41/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	27.6% [27/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	15.5% [66/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	17.7% [57/72 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2018)	18.2% [60/77 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2009)	19.8% [54/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	17.2% [40/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	17.7% [40/72 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2018)	19.6% [53/77 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2009)	19.4% [49/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	77.8% [30/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	74.0% [47/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	68.9% [60/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	69.4% [53/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	83.3% [9/76 countries]
% of 15 year old students who say that the teacher asks questions to check whether they have understood what was taught in their language lessons (2018)	78.3% [35/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	55.2% [31/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	78.8% [29/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	64.9% [62/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	68.3% [40/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	68.6% [44/76 countries]
% of 15 year old students who say that their teacher adapts the lesson to their class's needs and knowledge in their language lessons (2018)	53.4% [39/77 countries]
% of 15 year old students who say that their teacher provides individual help when a student has difficulties understanding a topic or task in their language lessons (2018)	53.7% [39/77 countries]
% of 15 year old students who say that their teacher changes the structure of the lesson on a topic that most students find difficult to understand in their language lessons (2018)	35.6% [68/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	37.2% [30/76 countries]
% of 15 year old students who say that their teacher tells them in which areas they can still improve in their language lessons (2018)	37.7% [53/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	44.5% [45/76 countries]
% of 15 year old students who agree that it was clear to them that their teacher liked teaching them in their language lessons (2018)	75.6% [36/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	57.1% [49/76 countries]
% of 15 year old students who agree that it was clear that the teacher likes to deal with the topic of the lesson in their language lessons (2018)	78.9% [34/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	72.0% [43/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	14.0% [68/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	51.3% [8/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	16.2% [70/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	16.8% [55/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2018)	60.7% [25/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2009)	68.0% [12/73 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2018)	58.9% [11/77 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2009)	65.2% [5/73 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2018)	59.0% [20/77 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2009)	65.5% [6/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	60.8% [31/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	67.9% [18/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	41.6% [29/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	67.5% [40/77 countries]
% of 15 year old students who are told to list and write a short description of the main characters in their language lessons (2018)	85.8% [10/77 countries]
% of 15 year old students who are told to discuss in small groups with other students who read the same book or chapter in their language lessons (2018)	51.7% [46/77 countries]
% of 15 year old students who are told to give their personal thoughts about the book or the chapter in their language lessons (2018)	83.6% [9/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	80.9% [43/77 countries]
% of 15 year old students who are told to compare the content of the book or the chapter with their own experience in their language lessons (2018)	58.8% [7/77 countries]
% of 15 year old students who are told to compare the book with other books or texts on a similar topic in their language lessons (2018)	68.0% [10/77 countries]
% of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons (2018)	67.6% [9/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	68.5% [14/77 countries]

	Montenegro
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	52.8% [51/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	60.7% [58/77 countries]
% of 15 year old students who have learned at school how to compare different web pages and decide what information is more relevant (2018)	56.2% [50/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	64.2% [55/77 countries]
% of 15 year old students who have learned at school how to use the short description below the links in the list of results of a search (2018)	50.8% [37/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	55.0% [28/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	55.9% [11/77 countries]

	Montenegro
% of 15 year old students who read only if they have to (2018)	41.5% [54/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	37.8% [43/77 countries]
% of 15 year old students who like talking about books with other people (2018)	44.9% [31/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	20.6% [47/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	47.5% [52/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	9.2% [14/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	7.5% [33/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	15.4% [36/77 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	12.5% [21/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	10.6% [37/77 countries]
% of 15-year olds who read books more often in paper format (2018)	35.0% [20/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	18.4% [39/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	21.0% [23/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	27.9% [19/77 countries]
% of 15-year olds who agree that they are good readers (2018)	84.0% [4/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	72.8% [12/77 countries]
% of 15-year olds who agree that they read fluently (2018)	82.2% [10/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	12.9% [67/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	41.5% [48/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	24.5% [43/77 countries]

	Montenegro
% of 15-year olds who read emails several times a day (2018)	9.3% [42/77 countries]
% of 15-year olds who chat on line several times a day (2018)	58.9% [64/77 countries]
% of 15-year olds who read online news several times a day (2018)	14.7% [75/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	28.0% [40/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	16.5% [25/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	19.4% [51/77 countries]

	Montenegro
% of those who agree that there were many words they could not understand in the PISA test (2018)	18.0% [50/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	16.3% [52/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	20.3% [41/77 countries]

	Montenegro
Extent to which 15-year-olds think of concentrating on the parts of the text that are easy to understand as useful for understanding and memorising the text (2018)	3.25 [46/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	2.98 [43/77 countries]
Extent to which 15-year-olds think of discussing its content with other people after reading the text as useful for understanding and memorising the text (2018)	3.45 [38/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.97 [43/77 countries]
Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text (2018)	4.08 [33/77 countries]
Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text (2018)	3.33 [9/77 countries]
Extent to which 15-year-olds think of checking that each paragraph is covered in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.03 [63/77 countries]
Extent to which 15-year-olds think of I trying to copy out accurately as many sentences as possible as useful for writing a summary of a long and rather difficult two-page text (2018)	2.92 [21/77 countries]
Extent to which 15-year-olds think of reading the text as many times as possible before writing the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.38 [50/77 countries]
Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.63 [71/77 countries]
Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text (2018)	3.77 [64/77 countries]

	Montenegro
Extent to which 15-year-olds think of answering the email and asking for more information as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	2.84 [35/77 countries]
Extent to which 15-year-olds think of checking the senderfs email address as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.44 [64/77 countries]
Extent to which 15-year-olds think of clicking on the link to fill out the form as soon as possible as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	2.78 [15/77 countries]
Extent to which 15-year-olds think of deleting the email without clicking on the link as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	2.55 [65/77 countries]
Extent to which 15-year-olds think of checking the website of the mobile phone operator as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.25 [68/77 countries]

	Montenegro
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	75.6% [72/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	83.7% [51/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	74.5% [73/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	56.4% [78/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	75.1% [29/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	80.4% [47/79 countries]
% of 15-year-olds who would rather keep struggling to master something if they are not good at than move on to something they may be good at (2018)	71.7% [26/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	36.7% [72/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	36.5% [74/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	37.3% [72/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	51.8% [16/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	67.7% [21/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	56.0% [58/79 countries]

	Montenegro
% of 15-year-olds who try harder when they are in competition with other people (2018)	64.7% [63/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	48.8% [32/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	47.6% [37/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	50.1% [25/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	50.3% [36/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	48.1% [46/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	53.5% [43/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	53.1% [40/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	52.3% [43/77 countries]

	Montenegro
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	76.4% [21/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	68.5% [20/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	71.4% [21/74 countries]

	Montenegro
% of 15-year-olds who always feel happy (2018)	58.9% [7/73 countries]
% of 15-year-olds who always feel scared (2018)	3.9% [35/73 countries]
% of 15-year-olds who always feel lively (2018)	15.8% [72/73 countries]
% of 15-year-olds who always feel miserable (2018)	3.7% [56/73 countries]
% of 15-year-olds who always feel proud (2018)	36.6% [9/73 countries]
% of 15-year-olds who always feel afraid (2018)	3.8% [59/73 countries]
% of 15-year-olds who always feel joyful (2018)	52.0% [12/73 countries]
% of 15-year-olds who always feel sad (2018)	5.5% [49/73 countries]
% of 15-year-olds who always feel cheerful (2018)	60.7% [5/73 countries]

	Montenegro
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	58.0% [18/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	52.0% [21/77 countries]
% of 15-year-olds who think that their goal in school is to understand the content of their classes as thoroughly as possible (2018)	60.5% [22/77 countries]