Table 4.
Results of regression analyses predicting self-esteem for the different ability tracks.
| High | Intermediate | Comprehensive | Low | Special Ed. | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| B | SE | B | SE | B | SE | B | SE | B | SE | |
| AS | 0.88∗∗ | 0.10 | 0.78∗∗ | 0.03 | 0.61∗∗ | 0.15 | 0.97∗∗ | 0.20 | 1.27∗∗ | 0.39 |
| GA | 0.05 | 0.05 | 0.39∗∗ | 0.09 | 0.22∗∗ | 0.06 | 0.28 | 0.20 | 0.54 | 0.65 |
| GE | 0.03 | 0.03 | -0.16∗∗ | 0.05 | -0.07∗ | 0.04 | -0.17 | 0.11 | -0.23 | 0.27 |
| MA | 0.06 | 0.03 | -0.10 | 0.06 | -0.01 | 0.03 | 0.02 | 0.07 | -0.19 | 0.32 |
| PR | 0.13∗∗ | 0.03 | 0.21∗∗ | 0.03 | 0.13∗ | 0.06 | 0.33∗ | 0.14 | 0.00 | 0.06 |
| TR | 0.04 | 0.03 | 0.03 | 0.03 | 0.07 | 0.04 | 0.16∗ | 0.08 | 0.08 | 0.10 |
| CR | 0.03 | 0.03 | 0.00 | 0.03 | 0.03 | 0.06 | -0.15 | 0.10 | 0.09 | 0.09 |
| Age | -0.09∗∗ | 0.02 | -0.11∗∗ | 0.02 | -0.07∗ | 0.04 | -0.07∗ | 0.04 | 0.07 | 0.07 |
| Sex | 0.30∗∗ | 0.06 | 0.36∗∗ | 0.07 | 0.58∗∗ | 0.13 | 0.30 | 0.16 | 0.96∗∗ | 0.32 |
| Interceptsa | 0.19 | 0.27 | 0.00 | 0.00 | -0.22 | 0.55 | 0.12 | 0.64 | -0.97 | 1.54 |
| R2 | 0.93 | 0.92 | 0.97 | 0.98 | 0.90 | |||||
aIn the intermediate-ability group, latent means were fixed to zero for identification purposes (reference group). B, unstandardized regression coefficient; SE, standard error; R2, variance explained by the seven SC facets; Age: years and months; Sex: female = 0, male = 1; an High = high-ability track (n = 987); Intermediate, intermediate-ability track (n = 809); Comprehensive, mixed-ability track (n = 429); Low , low-ability track (n = 275); Special, special educational school (n = 318). AS, appearance SC; GA, general academic SC; GE, German; MA, Mathematics; PR, parent relations; CR, classmate relations; TR, teacher relations. Note that standard errors are in part unequal; especially for students at special educational schools. ∗p < 0.05 and ∗∗p < 0.01.