Global Japanese Data Rankings

	Viet Nam
% of those who think that it should be allowed to organise public meetings to protest against the government (2006)	60.3% [33/33 countries]
% of those who think that it should be allowed to organise protest marches and demonstrations (2006)	60.6% [31/33 countries]
% of those who think that people who want to overthrow the government by revolution should be allowed to hold public meetings (2006)	61.3% [12/33 countries]
% of those who think that people who want to overthrow the government by force should be allowed to hold public meetings (2004)	23.7% [7/38 countries]

Public officials> [4]

Public finance> [4]

Tax> [7]

Social security> [4]

Law and Justice> [2]

	Viet Nam
Statutory number of members (As of February 16, 2023)	500 [15/190 countries]
Inhabitants per parliamentarian (2021)	187,144 [16/192 countries]
% of women in parliament (As of February 16, 2023)	30.26% [64/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	10.42% [121/143 countries]
Women in ministerial positions (% of all ministers) (2021)	0.0% [182/193 countries]

	Viet Nam
% of those who have confidence in parliament (2018)	93.6% [1/47 countries]
% of those who think that MPs try to keep the promises they have made during the election (2006)	20.3% [17/33 countries]

	Viet Nam
% of those interested in politics (4 choices) (2004)	41.1% [25/38 countries]
% of those who think that they understand political issues of the country (2006)	57.6% [7/33 countries]
% of those who think that they understand political issues of the country (2004)	58.1% [16/38 countries]
% of those who think that ordinary citizens have no political voice (2006)	24.9% [31/33 countries]

	Viet Nam
% of those who trust in civil servants (2006)	34.9% [6/33 countries]
Evaluation of control of corruption (0-100) (2021)	47.1 [111/209 countries]
% of those who think that few public officials are involved in corruption (2006)	15.4% [23/33 countries]
% of those who think that few public officials are involved in corruption (2004)	9.1% [34/38 countries]

	Viet Nam
General government expenditures as % of GDP (2022)	21.3% [152/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-3.56% [136/180 countries]
General government gross debt as % of GDP (2022)	40% [135/185 countries]
% of those who are in favour of cuts in government spending (2006)	63.4% [18/33 countries]

	Viet Nam
Voter turnout in the national election	95.6% (2021) [5/199 countries]

	Viet Nam
% of those who belong to a political party (2004)	21.0% [3/37 countries]

	Viet Nam
General government revenues as % of GDP (2022)	17% [152/189 countries]
Corporate income tax rate (central + sub-central) (2021)	20.00% [61/111 countries]
Taxes on income, profits and capital gains, % of GDP (2019)	6.3% [70/117 countries]
Social security contributions, % of GDP (2019)	6.7% [30/113 countries]
Taxes on property, % of GDP (2019)	0.0% [98/111 countries]
Taxes on goods and services, % of GDP (2019)	11.1% [48/117 countries]
% of those who think that taxes are too high for those with high incomes (2006)	32.2% [7/33 countries]

	Viet Nam
% of those who would like to see more government spending in old age pensions (2006)	92.5% [1/33 countries]
% of those who agree that the government is responsible for providing a decent standard of living for the old (2006)	99.7% [1/33 countries]
% of those who think that the government is successful in the provision of decent life for the old (2006)	55.9% [2/33 countries]
Maternal leave benefits (% of wages) (2017)	100 [1/176 countries]

	Viet Nam
% of those who think that it is worse to convict an innocent person than to let a guilty person go free (2006)	65.9% [28/33 countries]
% of those who follow conscience rather than law on occasions (2 choices) (2006)	9.0% [33/33 countries]

	Viet Nam
Population (ten thousands) (2021)	9,816.9 [15/216 countries]
Popuation growth (annual) (2021)	0.8% [109/217 countries]
Popuation change in the last 20 years (2001-2021)	21.6% [128/217 countries]
0-14 years, % of the total population (2021)	23.2% [111/193 countries]
15-64 years, % of the total population (2021)	68.6% [28/193 countries]
65 years and over, % of the total population (2021)	8.2% [86/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	75.5 [84/199 countries]
Life expectancy at birth - Female (years) (2020)	79.6 [70/199 countries]
Life expectancy at birth - Male (years) (2020)	71.4 [96/199 countries]
Population density (per square kilometer) (2021)	316.6 [38/216 countries]

	Viet Nam
% of those who think that adultery is always wrong (2018)	79.1% [17/46 countries]
% of those who think that homosexuality is always wrong (2018)	43.1% [28/47 countries]

	Viet Nam
Fertility rate, total (births per woman) (2020)	2.05 [107/200 countries]
Crude birth rate (per 1,000 people) (2020)	16.1 [108/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	43 [99/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	16.7 [81/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	21 [81/194 countries]
Adolescent fertility rate (Births per 1,000 women aged 15-19) (2020)	25.6 [115/194 countries]

	Viet Nam
Extent of satisfaction with the relationships with family members (7 steps) (2018)	5.77 [27/47 countries]

	Viet Nam
Prevalence of stunting in children under 5 (%) (2020)	22.3% [58/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	6.0% [78/154 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)	25% [65/151 countries]

	Viet Nam
GDP (current US$, billions) (2021)	366.201 [41/192 countries]
GDP per capita (current US$) (2021)	3,725 [125/192 countries]
GDP per capita (PPP, current international$) (2021)	11,534 [113/192 countries]
GNI per capita, Atlas method (current US$) (2021)	3,560 [113/173 countries]
Shadow economy, as % of GDP (2015)	14.8% [132/158 countries]
Total reserves (includes gold, 100 million US$) (2021)	1,094 [25/141 countries]

	Viet Nam
% of those who have confidence in business and industry (2018)	82.5% [11/47 countries]

	Viet Nam
New business density (new registrations per 1,000 people ages 15-64) (2020)	1.66 [74/121 countries]

	Viet Nam
% of those who are in favour of less government regulation of business (2006)	37.8% [28/33 countries]
% of those who are in favour of government support for industry to develop new products and technology (2006)	95.5% [2/33 countries]

	Viet Nam
Employment in agriculture (% of total employment) (2019)	37.2% [45/187 countries]
Employment in agriculture (% of total employment) (2019)	37.2% [45/187 countries]
Employment in industry (% of total employment) (2019)	27.4% [25/187 countries]
Employment in services (% of total employment) (2019)	35.3% [161/187 countries]
% of those who agree that the government is responsible for providing a job for everyone who wants one (2006)	97.7% [1/33 countries]

	Viet Nam
% of those who would like to see more government spending in education (2006)	90.6% [5/33 countries]

	Viet Nam
Lower secondary education teachers: Total working hours (2018)	46.00 [6/48 countries]
Lower secondary education teachers: Hours spent on teaching (2018)	18.09 [36/47 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2018)	9.92 [1/48 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2018)	3.27 [13/48 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2018)	4.94 [13/48 countries]
Lower secondary education teachers: Hours spent on counselling students (2018)	2.50 [18/48 countries]
Lower secondary education teachers: Hours spent in participation in school management (2018)	2.21 [10/48 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2018)	2.06 [33/48 countries]
Lower secondary education teachers: Hours spent on professional development activities (2018)	3.45 [3/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2018)	1.97 [9/48 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2018)	2.63 [7/48 countries]
Lower secondary education teachers: Hours spent engaging in other work tasks (2018)	2.41 [11/48 countries]
% of lower secondary education teachers who present a summary of recently learned content (2018)	84.21% [10/48 countries]
% of lower secondary education teachers who set goals at the beginning of instruction (2018)	92.11% [11/48 countries]
% of lower secondary education teachers who explain what they expect students to learn (2018)	85.95% [35/48 countries]
% of lower secondary education teachers who explain how new and old topics are related (2018)	91.64% [15/48 countries]
% of lower secondary education teachers who present tasks for which there is no obvious solution (2018)	73.73% [1/48 countries]
% of lower secondary education teachers who give tasks that require students to think critically (2018)	41.27% [45/48 countries]
% of lower secondary education teachers who have students work in small groups to come up with a joint solution to a problem or task (2018)	73.62% [5/48 countries]
% of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks (2018)	60.19% [9/48 countries]
% of lower secondary education teachers who tell students to follow classroom rules (2018)	87.48% [8/48 countries]
% of lower secondary education teachers who tell students to listen to what they say (2018)	58.71% [37/48 countries]
% of lower secondary education teachers who calm students who are disruptive (2018)	69.76% [20/48 countries]
% of lower secondary education teachers who tell students to quieten down quickly when the lesson begins (2018)	75.34% [11/48 countries]
% of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful (2018)	87.20% [9/48 countries]
% of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter (2018)	85.71% [4/48 countries]
% of lower secondary education teachers who give students projects that require at least one week to complete (2018)	24.73% [34/48 countries]
% of lower secondary education teachers who let students use ICT for projects or class work (2018)	42.84% [34/47 countries]
% of lower secondary education teachers who would like to change to another school if possible (2018)	18.20% [26/48 countries]
% of lower secondary education teachers who enjoy working at the present school (2018)	94.26% [5/48 countries]
% of lower secondary education teachers who would recommend the present school as a good place to work (2018)	95.13% [1/48 countries]
% of lower secondary education teachers satisfied with their performance in the present school (2018)	97.15% [3/48 countries]

	Viet Nam
Performance on the reading (15 years old, average score) (2015)	487 [30/72 countries]
Performance on the mathematics (15 years old, average score) (2015)	495 [21/72 countries]
Performance on the science (15 years old, average score) (2015)	525 [8/72 countries]

	Viet Nam
% of 15-year-old students who have a computer they can use for school work in their home (2018)	41.0% [77/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	44.7% [49/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	33.8% [62/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	50.6% [58/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	78.1% [3/79 countries]

	Viet Nam
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	5.7% [77/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	9.1% [74/77 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 (2018)	13.1% [69/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	9.4% [73/77 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 (2018)	11.6% [68/77 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	88.4% [1/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	86.0% [2/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	88.2% [3/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	84.8% [2/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	80.7% [19/76 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)	84.1% [13/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	70.3% [12/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	90.7% [4/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	79.7% [12/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	83.4% [3/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	68.0% [46/76 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)	75.1% [1/77 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)	53.9% [38/77 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)	44.4% [30/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	28.9% [52/76 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)	62.2% [3/76 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)	80.3% [19/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	85.4% [3/76 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)	86.7% [10/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	86.3% [5/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	15.7% [64/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	38.2% [20/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	18.9% [66/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	11.4% [71/77 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)	70.5% [5/77 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 (2018)	63.1% [6/77 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 (2018)	56.0% [29/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	72.7% [4/77 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	1.4% [77/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	65.0% [48/77 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)	88.2% [6/77 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)	64.1% [18/77 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)	69.3% [53/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	86.4% [20/77 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)	49.6% [29/77 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)	61.1% [19/77 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)	65.2% [14/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	85.0% [2/77 countries]

	Viet Nam
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	62.3% [25/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	63.4% [46/77 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)	41.2% [76/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	80.7% [10/77 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)	47.3% [50/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	38.8% [72/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	43.5% [41/77 countries]

	Viet Nam
% of 15 year old students who read only if they have to (2018)	25.5% [72/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	72.1% [4/77 countries]
% of 15 year old students who like talking about books with other people (2018)	49.9% [24/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	7.6% [76/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	46.0% [61/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	13.4% [4/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	22.5% [4/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	31.4% [2/77 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	18.6% [7/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	22.2% [5/77 countries]
% of 15-year olds who read books more often in paper format (2018)	27.0% [54/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	37.9% [8/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	21.8% [21/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	22.6% [29/77 countries]
% of 15-year olds who agree that they are good readers (2018)	62.4% [55/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	35.6% [76/77 countries]
% of 15-year olds who agree that they read fluently (2018)	68.3% [61/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	39.8% [2/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	80.7% [1/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	41.5% [6/77 countries]

	Viet Nam
% of 15-year olds who read emails several times a day (2018)	10.3% [33/77 countries]
% of 15-year olds who chat on line several times a day (2018)	65.5% [46/77 countries]
% of 15-year olds who read online news several times a day (2018)	29.5% [24/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	32.8% [23/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	8.9% [58/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	21.9% [37/77 countries]

	Viet Nam
% of those who agree that there were many words they could not understand in the PISA test (2018)	48.0% [4/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	54.3% [2/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	40.8% [4/77 countries]

	Viet Nam
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)	4.31 [1/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.80 [2/77 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)	4.35 [2/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.83 [2/77 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)	4.46 [5/77 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)	2.90 [44/77 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)	4.19 [2/77 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)	3.05 [12/77 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)	4.64 [1/77 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)	4.68 [2/77 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)	4.78 [2/77 countries]

	Viet Nam
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)	3.51 [2/77 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)	4.39 [4/77 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)	2.93 [10/77 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)	2.83 [49/77 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)	4.55 [1/77 countries]

	Viet Nam
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	80.1% [48/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	81.1% [64/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	84.0% [43/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	89.4% [6/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	87.6% [3/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	93.0% [4/79 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)	72.3% [25/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	66.8% [11/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	53.3% [30/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	52.4% [27/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	46.9% [26/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	40.9% [78/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	75.1% [12/79 countries]

	Viet Nam
% of 15-year-olds who try harder when they are in competition with other people (2018)	91.4% [3/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	29.8% [70/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	43.8% [44/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	31.6% [64/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	52.7% [25/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	53.1% [31/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	57.2% [31/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	57.8% [24/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	64.8% [14/77 countries]

	Viet Nam
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	87.3% [3/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	80.1% [6/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	89.3% [1/74 countries]

	Viet Nam
% of 15-year-olds who always feel happy (2018)	38.3% [50/73 countries]
% of 15-year-olds who always feel scared (2018)	8.3% [6/73 countries]
% of 15-year-olds who always feel lively (2018)	32.6% [48/73 countries]
% of 15-year-olds who always feel miserable (2018)	4.7% [51/73 countries]
% of 15-year-olds who always feel proud (2018)	16.6% [50/73 countries]
% of 15-year-olds who always feel afraid (2018)	10.5% [22/73 countries]
% of 15-year-olds who always feel joyful (2018)	14.2% [71/73 countries]
% of 15-year-olds who always feel sad (2018)	13.3% [4/73 countries]
% of 15-year-olds who always feel cheerful (2018)	44.7% [30/73 countries]

	Viet Nam
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	27.9% [74/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	10.0% [77/77 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)	11.8% [77/77 countries]