The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

Front Psychol · 2016 · PMC4943948 · PMID 27471484

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marginally significantp = 0.07so close (0.05 < p ≤ 0.1)

In Model 1, we found a significant positive main effect of ethnicity [ b = 48.20, SE = 6.29, t (656) = 7.67, p < 0.001] and a marginally significant negative main effect of percentage of Turkish-origin students [ b = −0.57.45, SE = 31.76, t (656) = −1.81, p = 0.07], but unexpectedly no cross-level interaction effect on students' performance ( p = 0.81; see Table 2 ).

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