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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Pearson Correlations

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

Variables

1

2

3

4

5

6

7

8

9

MTCM

–

        

MTS

0.559***

–

       

CAML

0.376***

0.574***

–

      

DC

0.470***

0.166***

0.076***

–

     

TS

0.396***

0.553***

0.477***

0.278***

–

    

SBS

0.278***

0.282***

0.264***

0.189***

0.270***

–

   

TSR

0.394***

0.472***

0.407***

0.232***

0.514***

0.430***

–

  

MATHACH

0.213***

0.063***

0.031

0.293***

0.112***

0.068***

0.151***

–

 

SCMAT

0.232***

0.205***

0.206***

0.177***

0.259***

0.185***

0.244***

0.413***

–

  1. 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, MATHACH =  Students’ Mathematics Achievement Scores, SCMAT =  Students’ Mathematics Self-Concept.
  2. N = 3168. * p < 0.05, **p < 0.01, ***p < 0.001
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