International Journal of STEM Education

Table 12 Summary of the model estimates for the three-level or two-level analysis of students’ difference scores regarding peer assessment perceptions

From: The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education

	Fairness				Usefulness				Willingness to improve
	Model 0		Model 1		Model 0		Model 1		Model 0		Model 1
	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE
Fixed effect
Intercept	0.07	0.27	0.25	0.33	− 0.18	0.28	− 0.31	0.34	0.33	0.26	0.06	0.33
PA + DIALOGUE			− 0.38	0.37			0.25	0.37			0.48
Random effect
School variance	0.27	0.52	0.28	0.53	0.35	0.59	0.35	0.59	0.20	0.45	0.32	0.20
Class variance	0.19	0.44	0.20	0.44	0.02	0.13	0.04	0.20	0.34	0.58	0.26	0.34
Student variance	6.47	2.54	6.47	2.54	8.28	2.88	8.28	2.88	5.17	2.27	5.17	5.17
Model fit
Log-likelihood	− 739.93		− 739.39		− 775.63		− 775.37		− 707.57		− 706.84
χ² (df = 1)			1.09				0.51				1.46
p			0.30				0.47				0.23

	Acceptance				Positive affect				Negative affect¹
	Model 0		Model 1		Model 0		Model 1		Model 0		Model 1
	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE	Coefficient	SE
Fixed effect
Intercept	0.03	0.23	0.23	0.28	0.40	0.23	0.41	0.30	− 0.49**	0.16	− 0.47*	0.22
PA + DIALOGUE			− 0.39	0.31			− 0.04	0.39			− 0.02	0.31
Random effect
School variance	0.20	0.45	0.22	0.47	0.09	0.31	0.10	0.31
Class variance					0.26	0.51	0.30	0.55
Student variance	6.35	2.52	6.33	2.52	6.86	2.62	6.86	2.62
Model fit
Log-likelihood	− 733.23		− 732.43		− 748.19		− 748.18
χ² (df = 1)			1.62				0.02
p			0.20				0.90

¹Linear regression was applied as variance equals 0
^*p < 0.05
^**p < 0.01

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