Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015

Suárez-Mesa, Ana María; Gómez, Ricardo L.

doi:10.1186/s40536-023-00190-8

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 1 Summary of parameter estimation for a two-level hierarchical linear model of students’ scientific literacy

From: Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015

Fixed effect	Coefficient	Standard error	t-ratio	Approx. d.f	p-value
For INTRCPT1, β₀
INTRCPT2, γ₀₀	453.545749	10.546678	43.004	302	< 0.001
School size (enrollment), γ₀₁	0.002014	0.002505	0.804	302	0.422
Average class size, γ₀₂	0.059942	0.226450	0.265	302	0.791
Student behavior affecting climate, γ₀₃	− 1.182597	2.187046	− 0.541	302	0.589
Teacher behavior affecting climate, γ₀₄	− 1.158013	2.101053	− 0.551	302	0.582
Teacher support (Yes), γ₀₅	− 23.655935	11.228029	− 2.107	302	0.036
Inquiry based teaching, γ₀₆	− 16.673262	9.872332	− 1.689	302	0.092
Directed instruction (Yes), γ₀₇	56.355221	12.092382	4.660	302	< 0.001
School socioeconomic status, γ₀₈	21.181324	5.160679	4.104	302	< 0.001
Teacher motivation, γ₀₉	− 4.375191	4.888638	− 0.895	302	0.372
School type (non-official), γ₀₁₀	− 0.026544	6.913147	− 0.004	302	0.997
For Broad interest in science slope, β₁
INTRCPT2, γ₁₀	10.596858	4.299943	2.464	302	0.014
For Science self-efficacy slope, β₂
INTRCPT2, γ₂₀	5.292036	2.584585	2.048	302	0.041
For Expected occupational status slope, β₃
INTRCPT2, γ₃₀	0.273595	0.200252	1.366	302	0.173
For Grade slope, β₄
INTRCPT2, γ₄₀	16.972281	3.805791	4.460	302	< 0.001
For Home educational resources slope, β₅
INTRCPT2, γ₅₀	2.463418	4.128122	0.597	302	0.551
For ICT resources slope, β₆
INTRCPT2, γ₆₀	3.482547	3.796053	0.917	302	0.360
For Student intrinsic motivation slope, β₇
INTRCPT2, γ₇₀	4.207047	3.218372	1.307	302	0.192
For Gender (Male)_1 slope, β₈
INTRCPT2, γ₈₀	− 16.458960	7.070501	− 2.328	302	0.021
For Repeated grade (No) slope, β₉
INTRCPT2, γ₉₀	16.689809	9.092206	1.836	302	0.027
For Student socioeconomic status slope, β₁₀
INTRCPT2, γ₁₀₀	4.090592	6.068752	1.335	302	0.018

Dependent Variable: Students’ scientific literacy; N = 5218, Number of Groups = 313; *Significance level \(p<.05\)

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