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An IERI – International Educational Research Institute Journal

Table 3 Means and standard deviations of the school-level variables for all participants ( n = 132)

From: Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong

Variable

Possible maximum score

Mean

SD

School SES

/

2.02

0.21

School bullying

/

10.47

1.14

School safety and order

20

17.33

2.09