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Table 3 Correlation of the two components of CA with the other variables

From: Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway

  Flanders Germany Norway
CA(1) CA(2) CA(1) CA(2) CA(1) CA(2)
Within
 SES − .16*** − .08** − .17*** − .02 − .12*** − .03
 LANG − .10*** − .09** − .04 − .01 − .05*** − .06*
 STUD CM − .27*** − .06* − .18*** .01 − .09** .12***
 STUD SC .10*** .65*** .23*** .76*** .38*** .79***
 STUD CA(1)   .41***   .51***   .62***
 MATH − .42*** − .19*** − .28*** − .05 − .24*** − .07*
Between
 CM − .56*** − .01 − .18*** − .02 − .06 .54***
 SC − .04 .70*** .00 .84*** .37 .79***
 CA(1)   .55***   .55**   .54**
 MATH − .81*** − .64*** − .48*** − .13 − .35* − .04
  1. *** p < .001; ** p < .01; * p < .05