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

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

  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
(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***
  (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
    (0.005)     (0.005)     (0.005)
  1. Standard errors in parentheses
  2. 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
  3. *p < 0.05, **p < 0.01, ***p < 0.001