The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Table 3 Regression analyses on testing the confounding effects of country-specific characteristics on the relation between math-science coherence and problem solving competence ( N = 41)

	*Model M0*	*Model M1*
*Country-specific characteristics*	β (SE)	β (SE)
Math-science coherence r(M,S)	.76 (.07)***	.17 (.08)*
Society-related factors:
National Intelligence	-	.49 (.08)***
Human Development Index	-	.31 (.09)**
Curriculum-related factors:
Educational objectives (1 = progressive)	-	-.04 (.06)
Science curriculum (1 = integrated)	-	.14 (.05)**
School-related factors:
Frequency of assessments	-	-.15 (.05)**
Educational resources	-	.09 (.07)
School autonomy	-	.22 (.06)***
R² (SE)	.57 (.10)***	.93 (.02)***
Confounder effect β_M0-β_M1	-	.59 (.06)***

Note. The confounder effect β_M0-β_M1 between Models M0 and M1 tested against zero.
*p < .05, **p < .01, ***p < .001.