Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning

The Journal of Chinese Sociology

Table 2 School fixed effect models predicting student motivation (N = 17,284)

	Math				Chinese				English
	Model 1	Model 2	Model 3	Model 4	Model 1	Model 2	Model 3	Model 4	Model 1	Model 2	Model 3	Model 4
Family SES	0.046***		−0.007	−0.116***	0.069***		0.020	−0.107***	0.101***		0.038**	0.046
Family SES	(0.013)		(0.012)	(0.027)	(0.012)		(0.011)	(0.026)	(0.013)		(0.012)	(0.028)
Student-teacher interaction		0.182***	0.183***	0.183***		0.149***	0.149***	0.149***		0.193***	0.192***	0.192***
Student-teacher interaction		(0.004)	(0.004)	(0.004)		(0.004)	(0.004)	(0.004)		(0.004)	(0.004)	(0.004)
Family SES x student-teacher interaction				0.022***				0.025***				− 0.002
Family SES x student-teacher interaction				(0.005)				(0.005)				(0.005)

Standard errors in parentheses
All models control for gender, migrant status, ethnicity, hukou, singleton status, coresidence with both parents, cognitive test scores, student effort, parent-teacher interaction, and cohort
*p < 0.05, **p < 0.01, ***p < 0.001