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. 2022 Feb 17;13:829032. doi: 10.3389/fpsyg.2022.829032

TABLE 4.

Effects of OTL on student mathematics performance.

		Shanghai-China			United States

	Null model	Model 1	Model 2	Null model	Model 1	Model 2
Fixed effects
Intercept	612.66(1.03)^***	619.89(19.13)^***	224.75(39.55)^***	486.70(1.42)^***	448.94(10.63)^***	97.32(25.38)^***
Grade		27.87(4.63)^***	8.39(3.71)^*		25.24(3.76)^***	8.39(3.01)^**
Sex		5.36(3.67)	–13.91(3.39)^***		2.68(3.88)	–0.36(3.20)
ESCS		9.06(2.82) ^**	1.40(2.30)		11.44(2.48)^***	4.31(1.46)^**
OTL		40.59(6.42)^***	26.27(4.92)^***		48.33(3.56)^***	24.89(2.63)^***
Mathematics anxiety		–36.54(2.92)^***	–22.75(3.24)^***		–30.12(2.66)^***	–7.60(1.97) ^***
Problem-solving performance			0.73(0.07) ^***			0.70(0.05) ^***
Random effects
Student level σ²	5,280.86(240.42)^***	4,189.47(181.46)^***	2,182.78(399.88)^***	6,078.58(274.07)^***	3,880.62(180.05)^***	1,528.88(316.72)^***
School level τ₀₀	4,613.59(286.42)^***	2,696.85(268.33)^***	1,080.05(123.51)^***	1,740.33(167.78)^***	980.80(118.60)^***	626.85(64.19)^***

Standard errors are reported in parentheses.

***p < 0.001.

**p < 0.01.

*p < 0.05.