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 6 Descriptive Statistics

	Perceived Prior mathematics classroom experience			Perceived Current mathematics classroom experience		Perceived School-related factors		Dependent Variables
	MTCM	MTS	CAML	DC	TS	SBS	TSR	MATHACH	SCMAT
M	0.197	0.254	0.388	0.049	0.163	− 0.056	0.179	481.694	0.303
SD	1.002	1.055	1.122	0.999	0.973	1.001	0.973	86.683	1.004
Skewness	0.411	− 0.001	0.378	− 0.152	− 0.093	0.805	0.345	0.186	− 0.055
Kurtosis	0.036	− 0.592	1.700	− 0.050	− 0.297	0.732	− 0.120	− 0.308	− 0.260
Minimum	− 3.253	− 2.865	− 3.884	− 2.480	− 2.920	− 3.690	− 3.110	211.334	− 2.180
Maximum	2.199	1.843	3.202	1.850	1.680	2.630	2.160	765.470	2.260

N = 3168. M = Mean, SD = Standard Deviation, 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