TABLE 4.

Complete Data: Students in warm RC classes are less likely than students in non-RC classes to report coming to class with high anxiety that interferes with learning.

Level	Non-RCa	Warm RCa
Be engaged in class and somewhat anxious about being called on	0.480 (0.176)6.57e–03	0.199 (0.230)0.387
Be nervous in class until after I am called on	0.019 (0.195)0.922	–0.176 (0.264)0.505
Come to class with high anxiety that interferes with my learning	–0.262 (0.210)0.212	–0.976 (0.330)3.08e–03
Skip class to avoid speaking in class	–2.342 (0.468)5.69e–07	–1.199 (0.857)0.162

^aValues report odds ratios and are relative to the reference group, “Participate without worry.” Significance tests come from Wald’s test: significance on Non-RC estimates compare the value to zero thus are testing the null hypothesis that the given estimate is not different than the estimate of the reference, significance on warm RC estimates compare the warm RC estimate to Non-RC estimate thus are testing the null hypothesis that there is no difference in the probability of selecting this level if a student is in a warm RC or non-RC class.

There are no other differences between the two class/call types but note that students are more likely to report being engaged in class and somewhat anxious than Participating without worry in nonRC classes and are much less likely to report being likely to skip class to avoid speaking than Participating without worry in warm RC classes.

The effects are from a multinomial regression model and presented as log-odds, standard error of estimate in parentheses, p-value below. (Note that backwards model selection was performed using AICc to identify the best fitting model so the p-value should be interpreted with caution, if at all.)