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 3 School fixed effect models predicting student performance (N = 17,284)

	Model 1			Model 2
	Math	Chinese	English	Math	Chinese	English
Motivation	2.266***	1.668***	2.813***	1.708***	1.180***	1.992***
Motivation	(0.090)	(0.099)	(0.085)	(0.082)	(0.089)	(0.078)
Family SES				1.005***	1.330***	1.369***
Family SES				(0.138)	(0.135)	(0.135)
Female				1.134***	5.491***	4.961***
Female				(0.137)	(0.135)	(0.137)
Migrant				0.907***	1.249***	0.615**
Migrant				(0.207)	(0.203)	(0.203)
Ethnic minority				0.009	− 0.009	0.176
Ethnic minority				(0.356)	(0.349)	(0.349)
Rural hukou				0.306	0.268	− 0.062
Rural hukou				(0.170)	(0.167)	(0.167)
Only child				0.691***	0.342*	0.706***
Only child				(0.169)	(0.166)	(0.166)
Coresidence with both parents				0.622***	0.587***	0.436**
Coresidence with both parents				(0.171)	(0.168)	(0.168)
Cognitive test score				5.226***	4.050***	4.187***
Cognitive test score				(0.090)	(0.088)	(0.088)
Student effort				0.082***	0.072***	0.086***
Student effort				(0.017)	(0.017)	(0.017)
Parent-teacher interaction				− 0.246***	− 0.287***	− 0.213***
Parent-teacher interaction				(0.041)	(0.040)	(0.040)
Ninth grade cohort	0.728***	0.349*	0.847***	0.431**	0.077	0.395**
Ninth grade cohort	(0.151)	(0.148)	(0.149)	(0.139)	(0.134)	(0.136)
Constant	62.735***	64.526***	60.804***	63.453***	63.462***	60.854***
Constant	(0.318)	(0.359)	(0.304)	(0.405)	(0.422)	(0.386)