Table 3.

Multilevel modeling predicting academic adjustment from teen stereotypes regarding school engagement.

	Predicting W2 value of school				Predicting W2 self-regulated learning strategies
	B	SE	β		B	SE	β
Level 1
Gender	−0.17*	0.07	−0.08		0.03	0.05	0.02
Pubertal status	0.02	0.05	0.01		−0.04	0.04	−0.03
Parents' education	0.04	0.10	0.01		0.07	0.07	0.03
W1 individual-level teen stereotypes regarding school engagement	0.08***	0.02	0.12		0.05***	0.02	0.09
W1 individual-level value of school	0.42***	0.04	0.40		–	–	–
W1 individual-level self-regulated learning strategies	–	–	–		0.68***	0.03	0.64
Level 2
W1 classroom-level teen stereotypes regarding school engagement	0.20	0.15	0.08		0.20*	0.09	0.11
W1 classroom-level value of school	0.41*	0.18	0.12		–	–	–
W1 classroom-level self-regulated learning strategies	–	–	–		−0.25	0.15	−0.07
Proportion of variance at individual level explained by Level 1 variables			21.34%				62.35%
Proportion of variance at classroom level explained by Level 2 variables			87.12%				97.60%
AIC			1,938.43a				1,378.87b

For gender, 0 = female and 1 = male. For puberty status, 1 = no development and 4 = development is complete.

For parents' education, 0 = less than a college degree and 1 = college degree or higher.

AIC, akaike information criterion.

^aNull model AIC = 2,129.78.

^bNull model AIC = 1,818.65.

^*p < 0.05.

^***p < 0.001.