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. Author manuscript; available in PMC: 2016 Sep 1.
Published in final edited form as: J Res Adolesc. 2014 Apr 22;25(3):443–458. doi: 10.1111/jora.12142

Figure 1.

Figure 1

Unconditional Latino latent growth model for teacher-rated behavioral engagement (Panel A) and student-reported school belonging (Panel B). The numbers in the repeated measure (Transition) refer to the centered timing of transition year. Model fit for behavioral engagement: χ2 (14) = 9.813, p = 0.775; root-mean-square error of approximation (RMSEA) = 0.029; standardized root-mean-square residual (SRMR) = 0.000. Model fit for school belonging: χ2 (5) = 12.961, p = 0.024; root-mean-square error of approximation (RMSEA) = 0.089; standardized root-mean-square residual (SRMR) = 0.078. Unique variances for school belonging scores from Transit-2 to Transit 2 were fixed to be the same across time. All coefficients are unstandardized. Standard errors are presented within parentheses. *p <.05,