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The Journal of Chinese Sociology

Table 4 School fixed effect models predicting student-teacher interaction (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
Family SES 0.322*** 0.354*** 0.371*** 0.286*** 0.330*** 0.324***
(0.023) (0.023) (0.023) (0.024) (0.024) (0.024)
Female     − 0.157*** 0.038 0.194***
    (0.024) (0.024) (0.024)
Migrant     0.004 0.043 0.005
    (0.036) (0.036) (0.036)
Ethnic minority     0.046 − 0.027 0.018
    (0.062) (0.061) (0.063)
Rural hukou     0.045 0.054 0.004
    (0.030) (0.029) (0.030)
Only child     − 0.050 − 0.041 − 0.058
    (0.029) (0.029) (0.030)
Coresidence with both parents     0.084** 0.047 0.073*
    (0.030) (0.029) (0.030)
Cognitive test score     0.113*** 0.032* 0.110***
    (0.016) (0.015) (0.016)
Student effort     0.017*** 0.016*** 0.015***
    (0.003) (0.003) (0.003)
Parent-teacher interaction     0.082*** 0.083*** 0.073***
    (0.007) (0.007) (0.007)
Ninth grade cohort − 0.342*** − 0.222*** − 0.402*** − 0.367*** − 0.249*** − 0.433***
(0.024) (0.023) (0.024) (0.024) (0.023) (0.024)
Constant 5.198*** 5.280*** 5.393*** 4.752*** 4.763*** 4.884***
(0.016) (0.016) (0.016) (0.053) (0.052) (0.053)
  1. Standard errors in parentheses
  2. *p < 0.05, **p < 0.01, ***p < 0.001
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