For example, improving students’ confidence in their abilities, knowledge and skills, and instilling in them the conviction that success is the result of hard work (not of innate and fixed traits) (Dweck, 2006) or the belief that academic success leads to professional success can help to reduce anxiety and foster motivation (Schunk and Pajares, 2009). When students feel they belong at school, they are also more motivated. The virtuous circle is complete, because students invest more of their time and effort in their schoolwork when they are motivated. The two behaviours that impact most on students’ academic performance relative to PISA are absenteeism and lack of punctuality. Students who skipped class or days of school in the two weeks prior to the PISA test in 2015 scored, on average, 45 points lower in science than students who did not skip classes or school (33 points lower after accounting for the socio-economic profile of students and schools). Students who reported that they arrived late for school in the two weeks before they sat the PISA test scored, on average, 27 points lower than students who reported they had been punctual (23 points lower after accounting for the socio-economic profile of students and schools).