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Table 6 Results analyses RQ2

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
b b b
Model within
 MATH on SES .23*** .34*** .24***
 MATH on LANG .14*** .09*** .09***
Model between
 MATH on CM .04 .39** .69***
 MATH on SC .72** − .08 − .28
 MATH on CA(2) − 1.11***   
Correlations
 CM–SC .36*** .13 .55***
 CM–CA(2) .03   
 SC–CA(2) .67***   
Model fita
RMSEA .03 .04 .03
CFI .90 .91 .93
SRMR within .05 .05 .04
SRMR between .09 .07 .09
Chi2 (df) 1068.86*** (170) 789.57*** (103) 1006.39*** (229)
  1. *** p < .001; ** p < .01
  2. aWhereas fit indices CFI and SRMR between show an insufficient model fit, all model fit indices indicate acceptable model fit when only constructs showing a significant relation with MATH are taken into account (i.e., SC and CA(2) in Flanders, and CM in Germany and Norway). On a related note, models only taking into account CM, or only CM and CA(2) in Flanders also both show acceptable model fit