Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 School and Classroom Climate Contributions to Student Mathematics Achievement: Hierarchical Regression Model Results in the Aggregated Sample

Variables	Model 1: PMCE		Model 2: PMCE + CMCE		Model 3: PMCE + CMCE + SLF
Variables	β	Std. 95% CI	β	Std. 95% CI	β	Std. 95% CI
MTCM	0.256***	0.207, 0.305	0.124***	0.073, 0.175	0.117***	0.066, 0.168
MTS	− 0.063**	− 0.116, − 0.010	− 0.048	− 0.109, 0.013	− 0.063*	− 0.124, − 0.002
CAML	− 0.020	− 0.073, 0.033	− 0.014	− 0.065, 0.037	− 0.026	− 0.077, 0.025
DC			0.233***	0.186, 0.280	0.230***	0.183, 0.277
TS			0.031	− 0.022, 0.084	0.007	− 0.050, 0.064
SBS					− 0.031	− 0.074, 012
TSR					0.103***	0.046, 0.160
Total R²	0.049***		0.094***		0.102***
ΔR²	0.049***		0.045***		0.008 ***
f²	0.052		0.050		0.009

MTCM = Mathematics Teacher’s Classroom Management, MTS = Mathematics Teacher’s Support, CAML = Cognitive Activation in Mathematics Lessons, DC = Disciplinary Climate, TS = Teacher Support, SBS = Sense of Belonging to School, TSR = Teacher Student Relations, PMCE = Perceived Prior mathematics classroom experience, CMCE = Perceived Current mathematics classroom experience, SLF = Perceived School-level factors.
N = 3168. *p < 0.05, **p < 0.01, ***p < 0.001. β = standardized regression coefficient. f² = Cohen’s f² for effect size.