Table 3.
Multilevel Random Intercept Models Testing Between-Person Effects of Grades Change in Ninth-Grade on Daily Salivary Cortisol (nmol/l), Negative Stress, and Threat Appraisals (over 11 days), Moderated by Implicit Theories of Intelligence (Part 1).
| Model I DV: Daily Salivary Cortisol (nmol/l) |
Model II DV: Daily Negative Stress |
Model III DV: Daily Threat Appraisals |
|||||||
|---|---|---|---|---|---|---|---|---|---|
| IVs: |
B (SE) |
β (SE) |
p |
B (SE) |
β (SE) |
p |
B (SE) |
β (SE) |
p |
| (Intercept) | 11.65 (1.74) |
< .001*** | 4.17 (0.50) |
< .001*** | 3.59 (0.44) |
< .001*** | |||
| Level 2 (Person) | |||||||||
| Entity Theory of Intelligence | 0.80 (0.35) |
0.11 (0.05) |
.024* | 0.30 (0.11) |
0.12 (0.04) |
.008** | 0.25 (0.10) |
0.11 (0.04) |
.010* |
| Grades Change | −0.90 (0.35) |
−0.12 (0.04) |
.010* | −0.26 (0.11) |
−0.10 (0.04) |
.021* | −0.27 (0.10) |
−0.12 (0.04) |
.005** |
| Entity Theory of Intelligence × Grades Change |
−0.66 (0.25) |
−0.16 (0.06) |
.007** | −0.16 (0.08) |
−0.11 (0.05) |
.045* | −0.15 (0.07) |
−0.11 (0.05) |
.037* |
| Female (vs. Male) | 1.91 (0.46) |
0.13 (0.03) |
< .001*** | 0.27 (0.15) |
0.05 (0.03) |
.077+ | 0.27 (0.13) |
0.06 (0.03) |
.040* |
| Level 1 N | 2,555 | 3,371 | 3,372 | ||||||
| Level 2 N | 360 | 486 | 486 | ||||||
| Residual variance | 31.75 | 3.56 | 2.74 | ||||||
| Residual standard deviation | 5.64 | 1.89 | 1.66 | ||||||
Note: A series of random intercept models in R estimated the between-person effects of Entity Theory of Intelligence × Grades Change interaction on daily salivary cortisol levels (model I), daily self-reported negative stress (model II), and daily threat appraisals (model III), aggregated over 11 days. Entity theory of intelligence was centered at +1SD from the grand mean. The grades change was calculated by subtracting core subjects GPAs in grading period 1 from those in grading period 2, and then centered at −1SD from the grand mean (at 0.57 point decline in GP 2 relative to GP 1) to estimate simple effects of implicit theories when students experience a grades decline. In level 1 (day level) covariates, time of day dummies were added to account for diurnal rhythms; day of the week dummies were compared against Monday. In level 2 (person level) covariates, school 2 was compared against school 1; female (=1) was compared against male (=0). In addition, 8th grade test scores, baseline depressive symptoms, family socioeconomic status, and intervention conditions were entered as level 2 (person level) covariates (see online supplement for the full model output). Degrees of freedom varied due to different patterns of missing data for the various measures. B = unstandardized coefficient.
p < .10
p < .05
p < .01
p < .001.