. Author manuscript; available in PMC: 2013 Jul 22.

Published in final edited form as: J Couns Psychol. 2013 Feb 18;60(2):265–278. doi: 10.1037/a0031650

Table 5.

Multilevel Model of Change in Frequency of GPA and Academic Motivation Over Time, With Between-Person Effects of Key Predictors on Time 1 GPA and Academic Motivation, and the Within-Person Effect of Peer Emotional Support on Within-Person GPA and Academic Amotivation Estimation

Predictor	GPA		Academic amotivation
Predictor	γ	SE	γ	SE
Intercept	3.51^***	.06	1.32^***	.11
Gender	.05^†	.03	−.08	.05
Age	minus;.01^†	.01	minus;.02^*	.00
Marital status	.14^***	.04	minus;.11^†	.06
Part time versus full time	minus;.01	.04	.03	.08
Military status	minus;.09	.06	.04	.11
Time	.01	.01	.13^*	.04
BP emotional support	.02^*	.01	minus;.03^*	.01
WP emotional support	.00	.00	.00	.01

Note. Convergence criterion = .001. Gender (male = −1, female = 1), marital status (unmarried = −1, married = 1), and full- versus part-time student status (−1 = part time, 1 = full time) were effect coded. Military status (0 = civilian, 1 = student service member/veteran) was dummy coded. BP emotional support denotes Level 2 (grand mean-centered) index of emotional support. WP emotional support denotes Level 1 (person mean-centered) index of emotional support. Between-person variables (Level 2) estimate effects on level of the outcome, which was centered to Time 1. Within-person variables (Level 1) estimate the rate of change in the outcome. GPA = grade-point average; BP = between person; WP = within person.

^†

p < .10.

p < .05.

^***

p < .001.