TABLE 3B.

Multilevel path model: Step 3—Boarding, background attributes, personality, and interactions predicting motivation, engagement, and achievement.

	Domain−general academic motivation and engagement				Science motivation and achievement
	Positive motivation	Negative motivation	Positive engagement	Negative engagement	Positive motivation	Negative motivation	Positive engagement	Negative engagement	Achievement
Level 1 (students)
Boarding	0.05**	−0.01	0.08***	−0.09**	0.01	0.01	0.04	0.01	−0.04
Age	−0.09**	0.04*	−0.13***	0.18***	−0.16***	0.04	−0.16***	0.19***	−0.04
Gender (M/FM)	−0.01	0.01	−0.05	0.03*	0.01	0.06	0.02	0.04	−0.07
Socio−economic status (SES)	0.04	−0.03**	−0.02	−0.01	−0.04*	−0.02	−0.06***	0.07***	−0.06**
Non−English Speaking (NESB)	0.01	0.07***	0.02	−0.01	0.02	0.03	0.02	0.03*	0.04
Indigenous	0.01	0.02	−0.01	0.04	0.01	−0.02	0.01	−0.01	−0.02
Parent education	0.01	0.01	−0.01	0.01	0.03	0.02	0.01	−0.01	0.08***
Prior achievement	0.11***	−0.15***	0.11***	−0.10**	0.17***	−0.21***	0.12***	−0.19***	0.38***
Neuroticism	−0.04**	0.50***	0.05**	0.31***	−0.01	0.38***	−0.01	0.11***	−0.04
Openness	0.31***	−0.02	0.22***	−0.02	0.30***	−0.08***	0.22***	−0.19***	0.07
Conscientiousness	0.21***	0.01	0.34***	−0.19***	0.11***	−0.07	0.23***	−0.19***	0.04
Agreeableness	0.14***	−0.03	0.07*	0.05*	0.07*	−0.02	0.05*	−0.06	0.04
Extraversion	0.06**	0.05	0.08*	−0.02	0.01	0.05	0.07**	0.03	−0.08***
Board × Age	0.01	0.02	0.01	0.01	−0.01	−0.01	0.01	−0.01	−0.02
Board × Gender	−0.02	−0.01	−0.01	−0.03	0.01	0.01	0.03	0.01	−0.06***
Board × SES	0.01	0.02	0.04	−0.04	0.02	0.03	0.05	−0.07***	0.07*
Board × NESB	0.03	0.01	0.01	0.03**	0.03**	−0.02***	0.04***	0.02	0.01
Board × Indigenous	−0.01	−0.02	0.01	0.01	0.01	−0.01	−0.01	0.01	−0.04**
Board × Parent education	0.05	0.01	0.03	−0.01	0.03	−0.02	0.03	−0.04	0.01
Board × Prior achieve	−0.03*	0.03	−0.01	−0.01	−0.02	0.05	−0.01	0.04	−0.04**
Board × Neuroticism	0.02	0.02	0.01	0.01	0.02	0.01	0.01	0.01	−0.01
Board × Openness	−0.01	−0.04***	−0.03	0.02	−0.01	0.01	−0.02	−0.01	−0.02
Board × Conscientious	−0.01	0.06**	−0.01	0.10***	0.01	−0.01	0.02	0.02	−0.01
Board × Agree	0.02***	−0.01	0.01	−0.04	−0.02	−0.01	−0.03	0.04	0.05
Board × Extraversion	0.03**	0.02	0.03	−0.02	0.03	0.01	0.01	−0.02	−0.01
Level 2 (Classrooms)
Boarding					−0.06	0.14	−0.14	0.10	−0.16
Explained variance
Level 1 R2	0.38***	0.30***	0.37***	0.23***	0.26***	0.26***	0.28***	0.26***	0.21***
Level 2 R2					< 0.01	0.02	0.02	0.01	0.03

*p < 0.05, **p < 0.05, ***p < 0.001. Our study employed a doubly latent approach to model boarding at L1 and L2, but for completeness we ran a Step 3 model where boarding at L1 was a raw score and boarding at L2 was a cluster (class) aggregate of this L1 raw score. The same pattern of L1 and L2 boarding effects were found: L1 boarding status → domain-general positive motivation, β = 0.05, p < 0.01; L1 boarding status → domain-general negative motivation, β = −0.02, p = 0.626; L1 boarding status → domain-general positive engagement, β = 0.08, p < 0.001; L1 boarding status → domain-general negative engagement, β = −0.10, p < 0.01; L1 boarding status → science positive motivation, β = 0.01, p = 0.811; L1 boarding status → science negative motivation, β = 0.01, p = 0.471; L1 boarding status → science positive engagement, β = 0.03, p = 0.429; L1 boarding status → science negative engagement, β = 0.02, p = 0.528; L1 boarding status → science achievement, β = −0.03, p = 0.193; L2 boarding status → science positive motivation, β = −0.12, p = 0.141; L2 boarding status → science negative motivation, β = −0.06, p = 0.832; L2 boarding status → science positive engagement, β = −0.06, p = 0.638; L2 boarding status → science negative engagement, β = −0.01, p = 0.949; L2 boarding status → science achievement, β = −0.20, p = 0.122.