Ing overall performance and sense of belonging is usually analyzed as two independent NVP-BGT226 MSDS outcomes (Cohen et al).Data AnalysisTo test our hypothesis we followed a multilevel modeling strategy to account for the nested structure on the information (i.e students nested inside classrooms).Thus, we employed the Hierarchical Linear Modeling application (HLM Version .; Raudenbush et al) to conduct multilevel analyses with two levels (student and classroomlevel).In so carrying out, we have been able to differentiate effects of individual and context variables by estimating a regression equation for each and every college class (Snijders and Bosker,).For our analyses, we conducted 3 successive regression models every single with reading functionality and sense of belonging as dependent variables.In Model we examined the connection in between ethnic classroom composition (i.e percentage of Turkishorigin students) and efficiency and sense of belonging, respectively, for Turkishorigin and German students.To accomplish so, we integrated ethnicity (dummycoded Turkishorigin vs.German students) in the student level and percentage of Turkishorigin students calculated as an index (varying between and) at the classroom level also because the crosslevel interaction between ethnicity and Turkishorigin students’ percentage in this model.In Model , we furthermore controlled for SES, grade, and nonGerman languages spoken at property in the student level.In Model , we tested regardless of whether the crosslevel interaction impact remains significant when controlling for SES, grade, school variety, and proportion of other migrant students at theFrontiers in Psychology www.frontiersin.orgReading PerformanceIn common, the mean reading functionality differed in between German (M SD ) and Turkishorigin students (M SD ) in our sample, t p .Both groups have been under the National Assessment Study general imply of points.One quarter of the variance in reading efficiency was resulting from differences among the classrooms (ICC ).In PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/21557387 Model , we located a considerable positive principal impact of ethnicity [b SE t p .] as well as a marginally considerable unfavorable key effect of percentage of Turkishorigin students [b SE t p .], but unexpectedly no crosslevel interaction impact on students’ efficiency (p .; see Table).In Model , all variables reached significance (all ps ) except the crosslevel interaction involving ethnicity and percentage of Turkishorigin students (p ), just after like students’ SES, grade in German, and nonGerman languages spoken at home at the student level.In Model , equivalent for the benefits of Model , all variables except the crosslevel interaction were considerable, when we furthermore controlled for SES, grade, college types, along with the proportion of other migrant students in the classroom level (all ps ).In contrast to our hypothesis, our results did not show the predicted crosslevelJuly Volume ArticleMok et al.Ethnic Classroom Composition, Performance, and Belonginginteraction impact on the percentage of Turkishorigin students within the classroom and ethnicity on efficiency (p ).The key effect on the classroomlevel percentage of Turkishorigin students impacts the functionality of all students [b SE t p .].That implies a boost inside the proportion of Turkishorigin students within the classroom is connected having a functionality reduce across all groups of .points, which indicates a rather small effect.In addition, the key impact with the studentlevel ethnicity predicts efficiency [b SE t p .].This indicates that larger functionality i.