Skip to main content
Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Regression for reading achievement and self-concept: USA sample

From: The relationship among personal achievement motives, school relational goal structures and learning outcomes: a multilevel analysis with PISA 2018 data

 

Reading achievement

Reading self-concept

est

SE

t

est

SE

t

Student level (N = 4170)

 Intercept

387.33

15.78

24.54***

.13

.13

.98

 Gender

 − 14.06

4.76

 − 2.95**

 − .09

.05

 − 1.94

 ESCS

21.10

3.26

6.47***

.17

.03

5.61***

 IMMIG1

15.12

8.91

1.70

 − .10

.06

 − 1.62

 IMMIG2

 − 24.56

9.23

 − 2.66**

 − .68

.10

 − 7.08***

 Work mastery

7.63

2.24

3.41**

.18

.03

5.53***

 Competitiveness

.15

2.63

.06

.10

.02

4.90***

 Fear of failure

8.68

2.24

3.87***

 − .04

.02

 − 1.56

School level (N = 162)

 School track

71.15

6.83

10.41***

.16

.07

2.53*

 COOPFO

25.91

13.16

1.97*

 − .05

.09

 − .52

 COMPFO

31.68

12.15

2.61**

.26

.14

1.82

Explained variance compared with null model

 Individual level

.19

.14

 School level

.46

.30

  1. ESCS is the proxy for economic, social and cultural status. School track is the dummy variable comparing higher secondary with lower secondary schools. IMMIG1 = second generation in comparison with natives, IMMIG2 = first generation in comparison with natives. COMPFO and COOPFO are aggregated school-level variables for school focus of competition or cooperation
  2. *p < .05; **p < .01; ***p < .001
Back to article page