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. Author manuscript; available in PMC: 2012 Sep 1.
Published in final edited form as: Child Dev. 2011 Aug 29;82(5):1470–1485. doi: 10.1111/j.1467-8624.2011.01621.x

Table 4.

Mediating Ethnic Differences in Intrinsic Motivation with School Belonging

Child’s ethnicity Total effect (SE) Indirect effect via school belonging (SE) Percentage of total effect due to school belonging Indirect effect via centrality (SE) Percentage of total effect due to centrality
African American .59*** (.14) .00 (.06) 0.57 .00 (.02) .02
Chinese .41** (.11) −.00 (.05) 1.21 .00 (.02) .03
Dominican .76*** (.11) .18*** (.05) 24.46 .00 (.03) .02
Russian .45** (.12) .06 (.05) 13.92 .00 (.03) .03

Note. Total effect refers to the differences in intrinsic motivation between ethnic-minority children and European-American children that exist after controlling for public regard. Indirect effect refers to the effect of ethnicity on intrinsic motivation either through school belonging or through centrality. Percentage of total effect refers to the proportion of the original ethnic differences that were accounted for by the indirect effects.

*

p < .05.

**

p < .01.

***

p < .001.