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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 4 Summary of the null model

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

Fixed effects

Coefficient

SE

t-ratio

Approximatedf

For readers with low proficiency

    

Intercept (β0(1))

    

Intercept (γ00(1))

−1.63

0.14

−11.60***

37

For readers with high proficiency

    

Intercept (β0(2))

    

Intercept (γ00(2))

0.81

0.09

9.47***

118

Random effects

Variance

SD

df

χ 2

For readers with low proficiency

    

Student-level intercept (σ2(1))

1.00

   

School-level intercept (u0(1))

0.69

0.83

131

310.61

For readers with high proficiency

    

Student-level intercept (σ2(2))

1.00

   

School-level intercept (u0(2))

0.52

0.72

131

450.63

  1. Note: ***p < .001.
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