Page 61 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Impact of child and teacher factors on mathematical development
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Table 5 Children’s Math Self-concept, Math Self-efficacy, and Math Anxiety together with Teacher Competencies as Predictors of Children’s Mathematical Development
Intercept
Prior achievement
Math self-concept
Math self-efficacy
Math anxiety
Math. teaching behavior Math. knowledge for teaching
Math. teaching self- efficacy
237.77*** (1.10)
44.09 *** (7.61)
75.18*** (7.04)
Intercept variance class Prior achievement Variance
Math self-concept Variance
Variance components (random effects)
0.00 (0.00) 0.63*** (0.17)
63.08 (378.19) 0.57*** (0.15)
Math self-efficacy Variance
Math anxiety Variance Math. teaching behavior Variance
0.00
(0.00)
Math. knowledge for teaching Variance Math. teaching self- efficacy Variance
0.00 363.09
(0.00) (445.30)
0.00 (0.00) 0.00 (0.00)
Variance part. ICC
0.09
0.26 5085.16
Model summary
0.13 4527.21
0.33 4577.08
Model 1 AF Unconditional
Model 1 PS Model 2 AF Model 2 PS Level Unconditional Level 1 Full 1 Full model
Model 4 AF Level 2 (class)
Model 4 PS Level 2 (class)
125.81*** (1.52)
model
Regression coefficients (fixed effects)
42.49*** (3.38)
81.22*** (7.08)
-2 Log Likelihood
AF = Arithmetic Fluency; PS = mathematical Problem-Solving; Math. = mathematical/mathematics.
Note: * p < .05, ** p < .01, *** p < .001.
5073.94
0.77***
(0.28) (0.52) (0.59) (0.24) (3.64)
0.75*** 0.20 0.48 0.21
(0.03) (0.45) (0.50) (0.20) (3.03) (2.55)
1.66** -0.88
0.21 -11.83***
-11.11*** 8.85**
-3.48 2.36
(3.08) (2.09)
-5.42**
(1.70)
0.11 4429.68
0.23 4545.89
1.63* (0.77)
0.16 (0.43) 0.62 (0.64) 0.00 (0.00)
0.06 829.78
(0.33)
(1154.25) 10296.21 (7334.59)