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Table 5 Goodness of fit of measured models (N = 2750)

From: How does family background affect children’s educational achievement? Evidence from Contemporary China

Latent variable

Measured variables

Standardized factor loading

Multiple correlation coefficient

Baseline test (Test)

Y1 word test score

.664

.441

Y2 math test score

.441(0.044)***

.194

Test score rank (Rank)

Y3 Chinese test score ranking reported by parents

.804(0.035)***

.648

Y4 Math test score ranking reported by parents

.763(0.033)***

.583

Learning behaviors (Effort)

Y5 Working hard(1–5)

.650

.423

Y6 Concentration on class(1–5)

.616(0.031)***

.381

Y7 Play only after finishing homework (1–5)

.519(0.027)***

.270

Y8 Check answers after finishing homework(1–5)

.505(0.027)***

.256

School qualities (School)

Y9 Satisfaction with the school(1–5)

.533

.284

Y10 Satisfaction with the class advisor(1–5)

.862(0.034)

.744

Y11 Satisfaction with Chinese teacher(1–5)

.730(0.029)

.533

Y12 Satisfaction with Math teacher(1–5)

.548(0.026)

.301

Educational services (Tutor)

Y13 whether or not attended tutoring class(1 = yes)

.667

.445

Y14 Tutoring class expenditure

.681(0.041)***

.464

Parent educational participation (P_Part)

Y15 Stop watching TV when the child is studying(1–5)

.521

.271

Y16 Discuss situations in school with the child(1–5)

.573 (0.032)***

.328

Y17 Always require the child to finish homework(1–5)

.468(0.029)***

.219

Y18 Always check answers of homework for the child(1–5)

.639 (0.035)***

.408

Family social economic status (FSES)

X1 log of mean family income per capita

.380 (0.022)***

.145

X2 Father’s years of education

.632(0.021)***

.399

X3 Mother’s years of education

.770(0.022)***

.593

  1. (1) The first indicators of the latent variable serve as the reference sale. (2) SEs are reported in brackets. (2) *p < 0.10, **p < 0.05, ***p < 0.01. (3) Other control variables include gender, grade, ethnicity, and province dummy variables