Table 2 Descriptive statistics of participants.
From: Factors influencing students’ reading literacy in Morocco: A multilevel analysis
Variables | N | M | SD | Description of variables |
|---|---|---|---|---|
Student-level predictors | ||||
Gender | 5800 | – | – | Discrete variable, 1-Female, 2-Male |
ESCS | 5782 | −1.87 | 1.44 | Continuous variable, WLE |
Meta-cognition: understanding and remembering | 4558 | 0.08 | 0.98 | Continuous variable, WLE |
Meta-cognition: summarizing | 4448 | −0.49 | 0.89 | Continuous variable, WLE |
Meta-cognition: assess credibility | 4289 | −0.43 | 0.83 | Continuous variable, WLE |
Self-concept of reading | 4996 | −0.21 | 0.90 | Continuous variable, WLE |
Joy/Like reading | 5443 | 0.38 | 0.71 | Continuous variable, WLE |
Student’s expected occupational status | 4345 | 68.40 | 18.94 | Continuous variable, WLE |
Teacher-directed instruction | 5599 | 0.28 | 1.13 | Continuous variable, WLE |
Perceived feedback | 5419 | −0.11 | 0.92 | Continuous variable, WLE |
Adaptation of instruction | 5474 | −0.20 | 0.94 | Continuous variable, WLE |
Teacher support in test language lessons | 5561 | 0.08 | 1.01 | Continuous variable, WLE |
Duration in early childhood education and care | 4578 | 1.78 | 1.28 | Continuous variable |
School-level predictors | ||||
School location | 175 | – | – | Discrete variable, 1-A village, hamlet or rural area, 2-A small town, 3-A town,4-A city, 5-A large city |
School type | 176 | – | – | Discrete variable, 1-A public school, 2-A private school |
School size | 67 | 877.49 | 516.67 | Continuous variable |
Shortage of educational material | 173 | 0.96 | 1.14 | Continuous variable, WLE |
Shortage of educational staff | 173 | 0.90 | 1.14 | Continuous variable, WLE |
Proportion of highly educated teachers | 146 | 0.80 | 0.32 | Continuous variable, index proportion of all teachers ISCED LEVEL 5A Bachelor, ISCED LEVEL 5A Master, and ISCED LEVEL 6 |
