Table 2.
Predicting student perceptions of their own learning and understanding and of teachers’ comprehension orientation
| Model 1: Student: own learning process (Pyth) | Model 2: Student: own understanding (Pyth) | Model 3: Student: teacher’s overall comprehension orientation (T4) | ||||
|---|---|---|---|---|---|---|
| β | SE | β | SE | β | SE | |
| Class-level variables | ||||||
| Mean achievement (Pyth pretest) | −0.12* | (0.05) | −0.18** | (0.06) | − | |
| Mean achievement (math t1) | − | − | nss | |||
| Expert ratings: Quality (Pyth) | 0.16** | (0.06) | 0.12* | (0.05) | nss | |
| Individual-level variables | ||||||
| Achievement (Pyth pretest) | 0.13** | (0.05) | 0.16** | (0.05) | − | |
| Achievement (math t1) | − | − | nss | |||
| Math-related interest | 0.25** | (0.04) | 0.27** | (0.04) | 0.11** | (0.04) |
| General cognitive abilities | nss | 0.15** | (0.04) | nss | ||
Note. β standardized HLM regression weight, SE standard error
** p < . 01, * p < 0.05, nss not statistically significant