Leek58pond: Створена сторінка: 26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p effect of percentage of Turkish-origin studen...

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Створена сторінка: 26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p effect of percentage of Turkish-origin studen...

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26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p effect of percentage of Turkish-origin students [b = ?0.57.45, SE = 31.76, t(656) = ?1.81, p = 0.07], but unexpectedly no cross-level interaction effect on students' performance (p = 0.81; see Table ?Table2).2). In Model 2, all variables reached significance (all ps [https://en.wikipedia.org/wiki/Sitaxentan Sitaxentan] for SES, grade, school types, and the proportion of other migrant students at the classroom level (all ps in the proportion of Turkish-origin students in the classroom is associated with a performance decrease across all groups of 6.36 points, which indicates a rather [http://www.selleckchem.com/products/BIBW2992.html Afatinib in vivo] small effect. Moreover, the main effect of the student-level ethnicity predicts performance [b = 26.99, SE = 6.19, t(657) = 4.36, p [http://www.selleckchem.com/products/CAL-101.html CAL-101 datasheet] Sense of belonging In the present study, the mean sense of belonging score differed between the two ethnic groups (Germans: M = 3.29, SD = 0.54; Turkish-origin migrants: M = 3.38, SD = 0.51), t(9213) = 3.75, p > 0.001. The vast majority of variance in sense of belonging was on the individual level, with only 3% of the variance between classrooms (ICC = 0.03). In Model 1, as predicted, the main effect of percentage of Turkish-origin students [b = 0.59, SE = 0.15, t(656) = 4.08, p

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Leek58pond: Створена сторінка: 26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p effect of percentage of Turkish-origin studen...