Classroom Composition and Language Minority Students' Motivation in Language Lessons

CLASSROOM COMPOSITION and Motivation

Supplemental Materials

Classroom Composition and Language Minority Students' Motivation in Language Lessons

by C. Rjosk et al., 2015, Journal of Educational Psychology

http://dx.doi.org/10.1037/edu0000035

Figure A.1. Description of additional classroom level covariates by quartiles of proportion of LMiSs in a classroom (first quartile: < 9.68%, second quartile: 9.68 – 17.64%, third quartile: 17.65 – 30.77%, fourth quartile: > 30.77%). a) classroom teachers’ years of teaching experience: no significant mean difference between the quartiles of proportion of LMiSs in a classroom (F(3, 295) = 2.60, p = .052, w² = .02). b) proportion of teachers who completed training at a university in German language lessons: no significant differences between the quartiles of proportion of LMiSs in a classroom (c²(3) = 5.02, p = .17). c) class size: significant mean difference between second and third quartile and between second and fourth quartile (F(3, 348) = 7.05, p .001, w² = .05, Bonferroni’s test for post hoc comparisons between second and third quartile p = .021, between second and fourth quartile p < .001).