Table 4 Parameter estimates for student outcomes
From: Studying technology-based strategies for enhancing motivation in mathematics
| Â | Posttest math learning | Posttest self-efficacy | ||||
|---|---|---|---|---|---|---|
Fixed effects | Coefficient | SE | z | Coefficient | SE | z |
Intercept | 0.67 | 0.02 | 41.82*** | 4.67 | 0.04 | 107.55*** |
Student-level | Â | Â | Â | Â | Â | Â |
 VASOL | 0 | 0 | 11.34*** | 0 | 0 | 1.49 |
 Pretest math learning | 0.20 | 0.01 | 16.42*** | 0.14 | 0.04 | 3.69*** |
 Pretest self-efficacy | 0.02 | 0 | 5.87*** | 0.70 | 0.01 | 62.80*** |
 Pretest implicit theory of math ability | 0 | 0 | 0.44 | 0.05 | 0.01 | 6.20*** |
 Pretest value | 0.01 | 0 | 3.99*** | 0.15 | 0.01 | 14.11*** |
 ELL status | -0.01 | 0.01 | -0.70 | -0.07 | 0.04 | -1.70 |
 Grade | 0 | 0.01 | 0.08 | -0.05 | 0.02 | -2.87** |
 Gender (Male) | -0.02 | 0.01 | -3.61*** | 0 | 0.02 | 0.05 |
 Ethnicity | 0 | 0 | 0.99 | -0.01 | 0.01 | -1.89τ |
Teacher-level | Â | Â | Â | Â | Â | Â |
 Induction 2 | 0 | 0.02 | 0.16 | -0.01 | 0.04 | -0.18 |
 Induction 3 | -0.01 | 0.01 | -0.83 | -0.04 | 0.03 | -1.27 |
 Self-efficacy for student engagement and instruction | 0.02 | 0.01 | 2.18* | 0.02 | 0.02 | 1.00 |
 Self-efficacy for technology use | -0.02 | 0.01 | -3.07** | -0.02 | 0.01 | -1.58 |
 Math self-efficacy | 0 | 0.01 | -0.06 | 0 | 0.01 | -0.39 |
 Implicit theory of math ability | 0 | 0.01 | -0.06 | -0.01 | 0.01 | -0.83 |
School-level | Â | Â | Â | Â | Â | |
 % free/reduced lunch | -0.11 | 0.03 | -3.90*** | -0.06 | 0.06 | -0.92 |
Cross-level interactions | Â | Â | Â | Â | Â | Â |
 Induction 2 by Grade | 0.01 | 0.01 | 1.52 | 0.03 | 0.02 | 1.52 |
 Induction 3 by Grade | 0.02 | 0.01 | 2.49* | 0 | 0.02 | 0.17 |
 Induction 2 by VASOL | 0 | 0 | 0.62 | 0 | 0 | 0.25 |
 Induction 3 by VASOL | 0 | 0 | 0.23 | 0 | 0 | 0.94 |
Random effects | Estimate | SE | Â | Estimate | SE | Â |
Level-1 residual variance | 0.21 | 0 | Â | 0.66 | 0.01 | Â |
Level-2 residual variance | 0.05 | 0 | Â | 0.07 | 0.01 | Â |
Level-3 residual variance | 0.01 | 0.01 | Â | 0 | 0 | Â |
| Â | Posttest implicit theory of math ability | Posttest value | ||||
Fixed effects | Coefficient | SE | z | Coefficient | SE | z |
Intercept | 4.16 | 0.05 | 79.50*** | 4.28 | 0.04 | 96.23*** |
Student-level | Â | Â | Â | Â | Â | Â |
 VASOL | 0 | 0 | -0.04 | 0 | 0 | 1.74 |
 Pretest math learning | 0.04 | 0.05 | 0.86 | 0 | 0.04 | -0.01 |
 Pretest self-efficacy | 0.09 | 0.01 | 6.32*** | 0.09 | 0.01 | 7.79*** |
 Pretest implicit theory of math ability | 0.60 | 0.01 | 56.85*** | 0.02 | 0.01 | 2.76** |
 Pretest value | 0.08 | 0.01 | 6.21*** | 0.83 | 0.01 | 79.77*** |
 ELL status | -0.04 | 0.05 | -0.76 | 0.07 | 0.04 | 1.65 |
 Grade | -0.07 | 0.02 | -3.55*** | 0 | 0.02 | -0.26 |
 Gender (Male) | -0.05 | 0.02 | -2.51* | 0 | 0.02 | -0.03 |
 Ethnicity | 0 | 0.01 | 0.32 | -0.02 | 0.01 | -2.16* |
Teacher-level | Â | Â | Â | Â | Â | Â |
 Induction 2 | 0.09 | 0.05 | 2.07* | 0.02 | 0.04 | 0.43 |
 Induction 3 | 0.05 | 0.04 | 1.17 | 0.01 | 0.04 | 0.26 |
 Self-efficacy for student engagement and instruction | 0.04 | 0.02 | 1.84 | 0.01 | 0.02 | 0.70 |
 Self-efficacy for technology use | -0.01 | 0.02 | -0.52 | -0.01 | 0.01 | -0.56 |
 Math self-efficacy | -0.03 | 0.01 | -1.76 | 0.01 | 0.01 | 0.55 |
 Implicit theory of math ability | -0.03 | 0.02 | -1.88 | 0.02 | 0.01 | 1.39 |
School-level | Â | Â | Â | Â | Â | Â |
 % free/reduced lunch | 0 | 0.08 | 0 | 0.03 | 0.07 | 0.38 |
Cross-level interactions | Â | Â | Â | Â | Â | Â |
 Induction 2 by Grade | 0.12 | 0.03 | 4.57*** | -0.01 | 0.02 | -0.64 |
 Induction 3 by Grade | 0.03 | 0.02 | 1.10 | -0.04 | 0.02 | -2.10* |
 Induction 2 by VASOL | 0 | 0 | 2.37* | 0 | 0 | -1.82 |
 Induction 3 by VASOL | 0 | 0 | 0.89 | 0 | 0 | -1.34 |
Random Effects | Estimate | SE | Â | Estimate | SE | Â |
Level-1 residual variance | 0.81 | 0.01 | Â | 0.66 | 0.01 | Â |
Level-2 residual variance | 0.07 | 0.02 | Â | 0.08 | 0.01 | Â |
Level-3 residual variance | 0.02 | 0.03 | Â | 0.03 | 0.02 | Â |