Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 1 School and Classroom Climate Contributions to Mathematics Self-Concept: Hierarchical Regression Model Results in the Aggregated Sample

Variables	Model 1: PMCE		Model 2: PMCE + CMCE		Model 3: PMCE + CMCE + SLF
Variables	β	Std. 95% CI	β	95% CI	β	95% CI
MTCM	0.175***	0.126, 0.224	0.108***	0.057, 0.159	0.095***	0.044, 0.146
MTS	0.039	− 0.014, 0.092	− 0.007	− 0.060, 0.046	− 0.029	− 0.084, 0.026
CAML	0.116***	0.067, 0.165	0.088**	0.035, 0.141	0.072**	0.017, 0.127
DC			0.096***	0.053, 0.139	0.087*	0.042, 0.132
TS			0.470***	0.098, 0.196	0.121***	0.072, 0.170
SBS					0.064**	0.017, 0.111
TSR					0.077**	0.020, 0.134
Total R²	0.074***		0.098***		0.111***
ΔR²	0.074***		0.024***		0.013***
f²	0.080		0.027		0.015

MTCM = Mathematics Teacher’s Classroom Management, MTS = Mathematics Teacher’s Support, CAML = Cognitive Activation in Mathematics Lessons, DC = Disciplinary Climate, TS = Teacher Support, SBS = Sense of Belonging to School, TSR = Teacher Student Relations. PMCE = Perceived Prior mathematics classroom experience, CMCE = Perceived Current mathematics classroom experience, SLF = Perceived School-level factors
N = 3144. *p < 0.05, **p < 0.01, ***p < 0.001. β = standardized regression coefficient. f² = Cohen’s f² for effect size