Skip to main content

Advertisement

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

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

  Model 1 Model 2
Math Chinese English Math Chinese English
Motivation 2.266*** 1.668*** 2.813*** 1.708*** 1.180*** 1.992***
(0.090) (0.099) (0.085) (0.082) (0.089) (0.078)
Family SES     1.005*** 1.330*** 1.369***
    (0.138) (0.135) (0.135)
Female     1.134*** 5.491*** 4.961***
    (0.137) (0.135) (0.137)
Migrant     0.907*** 1.249*** 0.615**
    (0.207) (0.203) (0.203)
Ethnic minority     0.009 − 0.009 0.176
    (0.356) (0.349) (0.349)
Rural hukou     0.306 0.268 − 0.062
    (0.170) (0.167) (0.167)
Only child     0.691*** 0.342* 0.706***
    (0.169) (0.166) (0.166)
Coresidence with both parents     0.622*** 0.587*** 0.436**
    (0.171) (0.168) (0.168)
Cognitive test score     5.226*** 4.050*** 4.187***
    (0.090) (0.088) (0.088)
Student effort     0.082*** 0.072*** 0.086***
    (0.017) (0.017) (0.017)
Parent-teacher interaction     − 0.246*** − 0.287*** − 0.213***
    (0.041) (0.040) (0.040)
Ninth grade cohort 0.728*** 0.349* 0.847*** 0.431** 0.077 0.395**
(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***
(0.318) (0.359) (0.304) (0.405) (0.422) (0.386)
  1. Standard errors in parentheses
  2. *p < 0.05, **p < 0.01, ***p < 0.001